The Hamilton Project just released a deep dive into how the grade a student was in during the COVID-19 shutdowns impacted the long-term post-COVID learning recovery for struggling students. And, while I applaud the rigor of the research, let’s get one thing straight:
Yes, grade level matters. But if we stop there, we miss the real story.
This isn’t just about test scores. It’s about students. Struggling learners. Kids with potential buried under disruption, disengagement, and disconnection. Kids who didn’t just fall behind, they lost belief in their ability to catch up.
So here’s my take on the report, and what schools should be doing right now to get real results.
Let’s Talk About What Really Got Lost
The research confirms what educators have been saying for years now: students in upper elementary and middle school during the pandemic took the hardest academic hits, especially in math. Younger students, who started school post-COVID, seem to be recovering faster.
What the study doesn’t show – but what every teacher knows – is that what got lost wasn’t just content.
- Confidence took a hit
- Self-regulation skills unraveled
- Routines and relationships were thrown out the window
- And for many students, the identity of being a “successful learner” quietly disappeared
We’re not just rebuilding reading and math skills. We’re rebuilding kids’ belief in themselves.
The Real Shift? From One-Size-Fits-All to What-Works-for-This-Kid
For decades, our system has taught, primarily, to the verbal-linguistic, auditory learner. That approach leaves out a huge number of students in every classroom, COVID or no COVID. Now, post-pandemic, it’s even more critical to embrace differentiated instruction that actually reaches diverse learners.
“Good for all. Critical for different learners.”
This is not a time to double down on rigid pacing guides and one-way teaching. It’s a time to lean hard into:
- Chunked instruction that reduces cognitive load
- Brain-based strategies that make learning stick
- Instructional strategies that reflect the varied ways students process and engage with content.
- Choice and autonomy that fuel motivation
Why Older Students Are Struggling More, and What to Do About It
The research is clear: the older the student during COVID, the greater the drop in math and reading proficiency. That makes sense. These students had the most pre-pandemic expectations placed on them and the most complex content to master with the least support.
But here’s what matters now: How do we help these students succeed?
Start with Self-Regulation
Recovery starts with teaching students how to learn, not just what to learn.
Struggling learners don’t just need tutoring. They need tools to:
- Set goals
- Monitor progress
- Use memory and organization strategies that fit their brain
These are the skills of self-regulated learners and they’re the key to turning the curve around.
Make Memory Strategies Visual, Vivid, and Doable
Let’s stop relying on rote memorization and start using:
- Mnemonics and acronym memory devices
- Color-coded notes and “snapshot” devices
- Visual organizers like mind maps and concept webs
Students don’t need longer assignments. They need smarter strategies.
Offer Choice. Always.
Want sustained focus? Give students control.
Even something as simple as, “Do these three tasks in any order you choose,” gives kids a sense of autonomy, and with it, increased effort and engagement.
Let them doodle, color-code, or sit on a wobble stool. These aren’t gimmicks, they’re neuroscience in action.
Don’t Just Track the Curve, Change the Trajectory
I appreciate the Hamilton Project’s approach. Their cohort analysis gives us a better picture of the long game. But we can’t wait for long-term studies to take action.
If we’re serious about changing student outcomes, we need to:
- Redesign instruction around how students learn best
- Build classrooms that support personalized learning and inclusion
- Focus less on where the curve drops and more on where we lift it
Final Thought: Every Learner Deserves a Win
The question isn’t just, “What grade were they in when COVID hit?” It’s, “What support are they getting now to succeed?”
And that, friends, is a question we can answer today.
Want more practical strategies to reach your struggling learners? Explore 500+ ways to differentiate and accelerate learning in my book, Special Needs in the General Classroom – Order here or bring me in for a PD session that turns awareness into action.
www.susanfitzell.com
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FAQ: Supporting Learners After COVID Disruptions
- Why did older students struggle more academically during the COVID-19 pandemic?
- Older students faced greater academic challenges because they had more complex content to master and higher pre-pandemic expectations, but received less support during remote learning. The disruption affected more than grades. It also impacted confidence, self-regulation, and students’ sense of themselves as learners.
- What are the most effective strategies for helping students recover lost learning and motivation?
- Recovery begins with explicit instruction in self-regulation. Visual supports and brain-based memory strategies matter. Students also need choice and autonomy. Chunked instruction, differentiated tasks, and predictable classroom routines help rebuild skills and confidence at the same time.
- How can schools support diverse learners in a post-pandemic classroom?
- Schools must move away from one-size-fits-all instruction. Differentiated teaching that meets students where they are is essential. This includes varied ways to engage with content, personalized learning plans, and inclusive classroom environments so every learner has a path to success.
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