Unsurprisingly, prepandemic data showed that internet access was lowest in families with children aged 3–18 with household incomes in the lowest income quarter ( NCES, n.d.), and this digital divide would have been similar when the pandemic began.
According to the National Center for Educational Statistics ( NCES, 2021), not all students are equally able to access remote classrooms. These nationwide school closures also took many students away from necessary educational and school-based services ( Golberstein et al., 2019 Masonbrink & Hurley, 2020), including access to school counseling services.įollowing the sudden shift to remote learning and school closures, recent reports suggested that learning losses disproportionately disadvantaged students from lower socioeconomic backgrounds and students of color ( Goldhaber et al., 2022 Parolin & Lee, 2021). As a result, most school systems in the United States experienced disruption to in-person learning ( Kuhfeld et al., 2020), with school districts instantly transitioning to online instruction ( Lake & Dusseault, 2020) and continuing remotely through much of the following school year. Many state and federal authorities issued stay-at-home orders that required school closures to slow the spread of the COVID-19 virus and increase health care capacity ( Schuchat, 2020). territories reported at least one case of COVID-19 ( Centers for Disease Control and Prevention COVID-19 Response Team, 2020). In April 2020, schools were closed nationwide in 188 countries and over 90% of students were affected, according to the United Nations Educational, Scientific, and Cultural Organization ( UNESCO, 2021). On March 10, 2020, WHO declared the novel COVID-19 disease to be a global pandemic ( WHO, 2020a).
The World Health Organization (WHO) declared COVID-19 (SARS-CoV-2) as a public health emergency of international concern on Janu( WHO, 2020b).
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