The Importance of Reopening America’s Schools this Fall

Importance of Reopening America’s Schools

As families and decision-makers consider the return to school for children, it’s essential to weigh both the benefits and risks of in-person versus virtual learning. Parents are understandably focused on their children’s safety as COVID-19 continues. Current research shows that while children can become infected, they are much less likely to experience severe illness. Mortality rates in school-aged children are significantly lower than in adults. At the same time, the negative effects of school closures on children's academic performance, mental health, and development are both immediate and long-lasting. Students from low-income households, minority communities, and those with disabilities are especially affected, as they often lack access to private instruction and rely heavily on school-based services like meals, counseling, and special education.

Outside the home, schools are perhaps the most influential setting for a child’s overall health and development. In-person learning environments offer more than academic instruction. They also:
– Foster social and emotional growth
– Ensure a safe and structured learning space
– Support nutritional needs
– Encourage regular physical activity
This paper explores these essential roles, following a brief overview of what current research says about COVID-19 and children.

COVID-19 and Children

Research indicates that children are at a lower risk of contracting and becoming seriously ill from COVID-19 compared to adults. According to CDC data as of July 17, 2020, individuals under 18 represented fewer than 7% of COVID-19 cases and under 0.1% of related deaths in the U.S. For context, annual flu seasons have resulted in significantly more child deaths. During the H1N1 pandemic alone, 358 pediatric deaths were reported. In the current pandemic, that number remains lower. However, some children with underlying health conditions may face higher risks from COVID-19.

Evidence also suggests that schools are not primary sources of COVID-19 spread. International studies show low transmission rates among children and between students and teachers, particularly in communities with low case numbers and when precautions are followed. Data from virus and antibody testing support the conclusion that children are not significant transmitters of COVID-19 in school or at home. While no findings are definitive, the existing research supports the idea that with safety measures in place, in-person learning is generally safe and beneficial for children.

Educational Instruction

Prolonged school closures can cause severe learning setbacks, particularly for students with behavioral needs. When schools across the U.S. closed in March 2020, many students experienced stalled or halted academic progress. A University of Washington study found that only one-third of districts held teachers accountable for instruction and progress tracking, with wealthier districts more likely to do so.

Long breaks from school can lead to learning loss. Studies on the “summer slide” show students can lose up to half of their academic gains in reading and math over a few months. These effects worsen with age, and extended closures could cause even deeper setbacks. Students in low-income families, in particular, struggle to access online learning due to limited devices, internet access, or educational support at home.

These disparities are most harmful to low-income students, minority communities, and children with disabilities. A study by Brown and Harvard universities found that, by late April 2020, student math progress had dropped significantly—especially in low-income areas. Educational gaps that existed before COVID-19 are now widening. Remote learning also poses challenges for students with disabilities, including those who are visually impaired, hearing-impaired, or have cognitive or attention-related conditions.

Social and Emotional Skill Development

Schools support more than academic growth—they foster social, emotional, and interpersonal development. In-person interactions help students develop language, build friendships, and learn group behavior, which are essential from early education through high school.

When students are out of school, they miss these vital interactions. The school setting allows children to build confidence, manage emotions, and feel connected to a supportive community. These social-emotional skills are hard to cultivate through virtual learning. In-person connections with peers and adults help children feel seen, valued, and emotionally safe.

Extended closures can also worsen mental health issues and lead to risky behaviors. Students with strong school connections tend to show fewer signs of depression or anxiety and are less likely to engage in harmful activities. A long-term study of middle schoolers found that school engagement was especially important for students lacking support at home and reduced their chances of substance abuse.

Studies on past pandemics show that long quarantines are linked to PTSD symptoms, increased avoidance behaviors, and higher stress levels. One recent study found that children and parents in quarantine had PTSD scores four times higher than those not quarantined.

Mental Health and Support Services

Schools provide essential mental health and therapeutic services for many students. This includes speech therapy, occupational therapy, and physical therapy that support students' well-being. School counselors, who are trained to spot trauma and distress, can work with teachers to provide emotional support and help students feel safe.

Without in-person schooling, many children lose access to this support. Even under normal circumstances, many children with mental health needs do not receive treatment—only about 16% do, and most of those receive care in school. For the estimated 7.4 million children with serious emotional disturbances, schools serve as a critical bridge to ongoing care and support.

Children with disabilities rely heavily on school-based therapies that are difficult to deliver virtually. Many students have received little or no support since schools closed, putting their progress and well-being at risk.

Safety

For children in unsafe homes or communities, school is often a haven. Teachers and school staff are the most frequent reporters of child abuse in the U.S. However, during COVID-19 closures, child abuse reports dropped dramatically, while emergency departments saw more severe cases.

In Washington, D.C., abuse reports fell by 62% from mid-March to April 2020 compared to the previous year. However, when children did seek care, their injuries were more severe. Without daily contact with educators, children exposed to neglect or abuse may go unnoticed and unprotected.

Nutrition

Schools play a vital role in feeding children, especially those from low-income households. Millions of students receive breakfast and lunch through national programs, sometimes accounting for half their daily nutrition. While schools have made efforts to continue providing meals during closures, maintaining these programs over time is a challenge.

Food insecurity already affects an estimated 11 million children in the U.S., and school closures make consistent access to healthy meals even more difficult.

Physical Activity

With schools closed, children miss structured physical activity, including PE, recess, and sports. These activities promote fitness and reduce sedentary behavior. Outside of school, children may not get the same level of safe, organized exercise.

This decline in physical activity, combined with poor nutrition, poses serious health risks. Most children in the U.S. already fall short of recommended activity levels and exceed screen time guidelines. If closures continue, experts estimate childhood obesity rates could rise significantly by the end of 2020.

Conclusion

Schools are a cornerstone of community life, supporting not just learning but also health, safety, and family stability. They employ educators, provide vital services, and allow caregivers to work. School closures interrupt this support system, especially for vulnerable children. Research shows that, with precautions in place and low community transmission, schools can reopen safely. Doing so ensures children receive the instruction, care, and opportunity they need to thrive—protecting not just their present well-being, but their long-term future.

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*Some children have developed multisystem inflammatory syndrome (MIS-C) after exposure to SARS-CoV-2 (the virus that causes COVID-19). (https://www.cdc.gov/mis-c/cases/index.html)  In one targeted surveillance study for MIS-C associated with SARS-CoV-2, however, the majority of children who were hospitalized with COVID-related MIS-C (70 percent) had recovered by the end date of the study period. (Feldstein LR et al.. Multisystem Inflammatory Syndrome in US Children and Adolescents. N Engl J Med. 2020;10.1056/NEJMoa2021680)

†CDC COVID Data Tracker. Available at https://www.cdc.gov/covid-data-tracker/. Accessed on July 21, 2020.

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