COVID-19 Policy Fallout
Many Children May Need ‘Social or Psychological Support’ Following Pandemic
COVID restrictions have had a negative impact not just on students’
learning progress, but also on their emotional well-being, according
to a report issued this month by MUSE
Academy, a private institution based in New York that will serve
students in pre-kindergarten 3 through second grade in the fall, with
plans to expand grades as their students advance.
For the study, MUSE polled parents in public, private and charter
institutions in New York.
Among the findings: “Parents ... noted a range of social and
emotional impacts from the isolation resulting from online or
"hybrid" learning models. 26% of parents surveyed noticed
modest social and emotional symptoms. 24% observed social withdrawal;
19% saw reduced interest in friendships; 23% noted a reduced interest
in outside activities; and 9% said their children had experienced
depression or anxiety due to the schooling approach this year.”
Overall, according to the survey, parents were satisfied with their
students’ educational programs, with “68% giving a rating of 4 or
5, with 5 being extremely satisfied.” However: “Despite this, 51%
of parents had noticed a ‘moderate’ learning slide in their
children, whereas 30% observed a ‘noticeable’ decline, and 10%
saw a ‘severe’ learning slide.”
"The results of this survey confirm what a difficult year this
has been for families in our city, and highlight the challenges we
face as educators to help children catch up for what has been a 'lost
year' for many students," said Deborah Bradley-Kramer, Head of
School of MUSE Academy, in a prepared statement.
"The voices that emerge from the survey underscore the real
distress that so many parents have felt trying to balance keeping
their children safe with promoting their intellectual development,"
said Crocker Coulson, founder and Chair of the Board of Trustees of
MUSE Academy. "As our city emerges from the pandemic, it is
clear that not only do we need to invest in helping kids catch up
academically. And we need to help them reconstruct the rich web of
relationships that often centers around school and extracurricular
MUSE Academy noted that “schools and teachers will need to work
hard to regain lost ground and that many children may need social or
psychological support to find a new equilibrium.”
Further details can be found at museacademybk.com.
About the Author
David Nagel is editorial director of 1105 Media's Education Technology Group and editor-in-chief of THE Journal and STEAM Universe. A 29-year publishing veteran, Nagel has led or contributed to dozens of technology, art and business publications.
He can be reached at [email protected]. You can also connect with him on LinkedIn at or follow him on Twitter at @THEDavidNagel (K-12) or @CampusTechDave (higher education).