New Spectrum News Feature Explores the Lasting Impact of the Pandemic on Today’s High School Students

As students head back to school this fall, many of today’s high school juniors and seniors are entering their final years of K-12 education carrying experiences shaped by the COVID-19 pandemic. A new Spectrum News interview featuring Professor and NYKids Director Kristen C. Wilcox examines what educators, families, and communities should understand about the long-term effects of pandemic-era schooling and the promising practices helping students thrive now. 

See the Spectrum News Segment Here  

Drawing on findings from three research studies conducted since the pandemic, including 22 schools and 563 participants (district and school leaders, support staff, teachers, parents/caregivers, and students), the conversation focused on three themes related to the lasting impact of the pandemic on children and youth:  

• Student mental health and well-being  

• engagement and attendance 

• educator workforce needs 

One major finding across NYKids studies is that many schools continue to see concerning mental health needs among students. While concerns about youth anxiety and depression predated COVID-19, the pandemic intensified challenges for many young people. Educators in our studies responded by expanding counseling services, investing in mental health supports in partnership with local and regional agencies, and creating intentional opportunities for students to build meaningful relationships with each other and trusted adults.  

The research also highlights ongoing concerns about student engagement and attendance. Educators reported that disruptions to routines and family-school relationships affected participation and attendance long after buildings reopened. Educators have been constructively re-engaging children and youth through rebuilding trust with families, strengthening two-way communication, and creating engaging learning experiences that reflect students’ interests, identities, and goals. Importantly, recovery has not looked the same for every student. Pandemic experiences varied widely depending on community conditions, access to resources, and family circumstances. Schools that embraced culturally responsive leadership and teaching practices were better positioned to understand those differences and ensure supports reached the youth and families who needed them most.  

The studies also revealed the importance of supporting educators themselves. School leaders described ongoing challenges related to teacher recruitment, stress, and retention. Effective strategies looked like investing in extended and embedded mentoring, professional learning based on educator needs, shared leadership structures, and collaborative cultures that reduced isolation and strengthened staff capacity.  

And this is now…  

NYKids research tells a story of ongoing challenge amidst resilience. Across schools, educators have found creative ways to maintain connections, preserve important student experiences, and build stronger systems of support. Resilience was evident not only in academic outcomes but also in youths’ ability to reconnect, develop relationships, and regain confidence in themselves as learners.  

For families, signs that a child or youth may need additional support can include persistent withdrawal, declining attendance, changes in mood, increasing anxiety, or a noticeable loss of interest in school activities. Reaching out to school leaders and other staff in charge of rallying support if any of these signs are evident early in the school year is recommended.  

Stay informed on NYKids research by checking out our website or contact the research team at nykids@albany.edu