This episode of Nonprofit Report examines how the COVID-19 pandemic disrupted K–12 learning and reshaped expectations for schools, families, and educators. The conversation focuses on learning loss, social-emotional needs, attendance patterns, shifting family expectations, and how districts are reallocating resources to support the students most affected.
Guests:
Wendy Loloff Cooper, CEO, Generation Schools Network
Paula White, Executive Director, 50CAN – New Jersey (Campaign forAchievement Now), New Jersey
Interview by: Mark Oppenheim
Key Points:
- COVID forced an immediate switch to remote learning, revealing digital access gaps and prompting community responses (e.g., local churches providing internet hubs).
- The pandemic widened preexisting inequities: English learners, students with disabilities, migrant students, and justice-involved youth were hit hardest.
- Social-emotional learning (SEL) moved from optional to essential for students, teachers, and families.
- Chronic absenteeism rose as pandemic absences normalized; restoring consistent attendance is a major recovery goal.
- Districts are using data to target resources—literacy fundamentals and high-impact tutoring are priorities in recovery plans.
- Family involvement increased during remote learning; schools must now formalize productive school-family partnerships.
- Educator stress, low pay, and housing challenges (in high-cost/resort areas) threaten retention; supporting teachers is critical.
Other Points on Education after COVID:
The pandemic revealed that connection is central to learning. Predictable routines, safety, and consistent in-person relationships help students reengage academically and emotionally.
Some districts are responding by recalibrating literacy infrastructure and focusing resources where they yield the biggest returns, acknowledging the “Matthew effect” in reading momentum.
Practical supports that remove barriers, such as transportation, predictable schedules, and teacher housing in high-cost communities, are part of the solution to stabilize classrooms and retain staff.
Long term recovery hinges on integrating mental-health services with proven instructional strategies so children’s wellbeing and academic growth advance together.