The Impact of COVID-19

Through a Scan of Published Literature

About this Literature Scan  |  Glossary terms used in this section: digital divide.

Due to school closures to prevent the spread of the COVID-19 virus, students, families, teachers, and communities were required to act quickly to identify a method to ensure students were able to safely learn at home or in remote learning centers. Remote/virtual learning presented a number of unique challenges and highlighted the gap in access to internet connectivity and adequate devices, especially among households with limited income and economic resources [2]. While school systems throughout the country found ways to increase access to internet connectivity and devices, student engagement and learning continues  to require strategic planning to better support teachers and help students navigate this form of instruction [2,3]. 

Some experts suggest that student learning during the COVID-19 pandemic could have lasting implications for individuals, communities, and the economy [4]. There’s a potential for increased learning loss, and an increase in the dropout rate which could impact future employment opportunities and earning potential for students well into adulthood [4]. Researchers predict the graduation rate and learning loss will return to pre-COVID estimates fairly quickly, however it’s important to consider strategies to support students and those who decide to drop out [5]. 

In addition to disruptions in learning and shifting from traditional school instruction, teachers, students and families are trying to navigate emotional and mental stressors related to the pandemic [6]. The pandemic has presented communities with unique challenges that many leaders and community members have not encountered before. Coupled with existing stressors, multiple hardships like loss of a loved one, childcare burden, and unemployment can impact mental and emotional wellbeing of families, students, and teachers [6]. 

While the COVID-19 pandemic continues to evolve, communities and school systems will need to prepare to increase access to  mental health services and support within the community and schools [6].Teachers may also benefit from additional training and resources to support virtual engagement and ways to assist students who may be at risk for falling behind their grade level [5]. Strategies and supportive services to assist our community in navigating these challenges will require creative thinking, collaboration, and funding.

Access to Technology in the Time of COVID-19

Bridging the digital divide has been widely discussed due to the increasing need for internet connectivity for households and students as they move through the K-12 educational system, even prior to the COVID-19 pandemic. Initial investments in internet connectivity focused on in-school, after-school programming, and on-site computer labs to reduce the “homework gap” [7]. While efforts to increase access to internet connectivity and devices have been promising, they mostly focus on public spaces and can still leave some households without equal access when compared to their peers who have these resources in their homes [7,8].

Due to the COVID-19 pandemic and the increase in remote or virtual learning approaches, many communities quickly saw that limited internet access and devices negatively impacts school-aged childrens’ and instructors’ ability to engage and participate in valuable instruction time [2,7]. An estimated 50 million U.S. public school children shifted to online learning; of the 50 million, an estimated 9 million public school students lacked access to stable and adequate equipment and internet access [2]. In addition to students, according to national estimates, the digital divide also negatively impacts U.S. instructors and teachers, with an estimated 300-400 thousand lacking internet access, and an estimated 100,000 lacking reliable devices [2].  

While remote learning may not be an ongoing method of instruction for K-12 students, the increasing need for internet access is a critical issue that many communities will need to address. According to the experts, while the remote learning approach for K-12 may be temporary, there are opportunities for communities, educators, and policy makers to better support students and prepare them for careers and a future that may require more remote approaches to life [8]. 

To close the digital divide for K-12 students, experts estimate it would cost the United States $11 billion in the first year as well as long-term sustainable strategies [2].

Key Events in the WS/FCS Response to COVID-19

• Mid-March, 2020
  • WS/FCS quickly began planning and implementing strategies to support remote learning during the duration of school closures  intended to reduce the spread of the COVID-19 virus [9].
  • WS/FCS and local schools coordinated the distribution of Chromebook devices, mobile hotspots, and take-home packets to support remote learning efforts [9].
• In addition to supporting device and mobile hotspot internet access, the school system, in collaboration with local community centers, is working to distribute and free- and reduced-price meals at sites throughout the county, as well as through direct delivery [10].
• WS/FCS is currently working towards moving forward with a phased approach to a safe return to school plan that would ensure the safety of both students, teachers, and staff [11].