AAP Voices Blog

As summer’s heat wanes, millions of children -- ­­­­and relieved parents -- traditionally welcome the season of crisp new school supplies, social-media-worthy first-day photos, and the anxious excitement of entering their new classrooms.

Of course, in many communities those moments are looking quite different this year. School is now at the kitchen table for many students. For my 3-year-old son, virtual pre-kindergarten has introduced a whirlwind of new emotions, new technology and daily mental and logistical gymnastics in our household.

The spring’s abrupt wave of school closings was unprecedented in modern times; at one point last spring, 9 out of 10 schoolchildren worldwide were out of school. And while the effects of these unexpected, prolonged closings have been felt by all, we know that certain groups have been disproportionately affected. Multiple studies have shown that children of color and those of lower socioeconomic status are less likely to have access to high-quality virtual instruction.

As the AAP notes, educational disparities may widen further in this environment. According to the Pew Research Center, 1 in 5 teenagers are not able to complete schoolwork at home because of lack of a computer or internet connection. This technological homework gap disproportionately affects Black, Hispanic, and low-income families. ­­­

Multiple studies have shown that children of color and those of lower socioeconomic status are less likely to have access to high-quality virtual instruction.

Students with disabilities are also at higher risk during school closings and virtual instruction. Many students with disabilities receive not only additional instructional support but also services such as physical, occupational, or speech language therapy, which can be challenging in virtual environments. Identifying alternative service delivery methods and locations can be difficult, and in some communities may be impossible.

All of this has led families to make difficult choices. In my community, as schools are largely virtual for now, families have asked: Do I keep my job as a front-line worker, or do I stay home to supervise my young children? In communities in which in-person school is an option: How do I balance my desire for my child’s academic and social emotional growth, with my concerns about safety in the school setting? 

For families with vulnerable members of the household, these risk calculations are even more fraught.

So, what is our role as pediatricians in supporting our families and communities in this most unusual start to the school year?  

First and foremost, we must lean in. Advocate for, and become familiar with, reopening plans and resources available from local schools, including special education, mental health, and meal services. Ask families about their plans for school, including access to technology, curricular supplementation, and needed services. 

Ask about attendance and engagement in school to date; even in virtual learning environments, school engagement is a leading predictor of academic success. Empower our families who are struggling to engage with their children’s school and get the support that they need. Conduct comprehensive screenings, with particular attention paid to mental and emotional health, and be familiar with community and school-based resources to refer them to when needed. 

Finally, ensure familiarity with return-to-school criteria and other relevant public health guidance that helps ease their fears and arms them with the most up-to-date information. HealthyChildren.org has helpful tips for families with children who are returning to school, along with information on masks for children.

These are unprecedented times. And yet, in the face of this challenge, child health providers and educators have led innovative efforts to serve children and families. In myriad examples, what would have been unthinkable six months ago, including widespread telehealth, virtual instruction, new methodologies to measure student attendance, and grab-and-go meal service at community sites and schools, is now the norm. Clinicians, therapists, educators, and school administrators have found creative solutions to instruct and engage their communities in virtual environments.

We know there still is work to do, especially for our most vulnerable communities. Extraordinary times call for extraordinary measures.