The Pandemic May Have Eased, But There’s No Going Back for Districts

What Can We Learn from the Pandemic?

Diana Laufenberg, a former teacher and the executive director of Inquiry Schools, lives near her family farm in rural Wisconsin. She’s passionate about making schools more inquiry-driven and project-based.

Instead of saying what school leaders “should” do, let’s flip that around. Let’s think about what school district leaders *could* learn from the COVID pandemic. Will they actually implement these lessons? That’s the million-dollar question.

Lessons That Stick

First off, there have been so many lessons from the pandemic, and a few stand out for me—even years later. Interestingly, many of these points were the same things I tried to emphasize before the pandemic hit.

When COVID hit, I found myself in a unique situation. In early 2020, a local history teacher asked me to substitute for her from February to April. I was all in! I think it’s crucial for educators like me to step back into the classroom every now and then. After all, spending time in the classroom fuels our consultancy work.

So, I adjusted my travel plans to make this opportunity happen. Little did I know, that 2020 would quickly become a wild ride, full of uncertainty and unexpected changes.

The Power of Care Structures

From February to June, I wasn’t just a teacher; I wore both teaching and consulting hats. This gave me a front-row seat to watch how schools responded to the sudden shift to remote learning. One of the most impactful concepts I noticed was how important established care structures were in schools—like homerooms, advisories, and family groups. Schools that had these connections could support students and families during such a tumultuous time.

When the pandemic hit, those connections paid off. Schools quickly reached out to students, checking in on them and making sure they felt connected to someone. This kind of bonding is essential. Schools that prioritize these supportive structures will likely see better engagement and a more robust learning environment. Think about creating advisories or homerooms focused on social-emotional learning (SEL) as a way to nurture these connections.

Flexibility and Resiliency are Key

Let’s move on to another critical takeaway: **flexibility and resiliency**. For years, whenever someone asked me what education would look like in the future, I honestly said: “I have no clue.” However, I always knew one thing for sure: the future will require a lot more flexibility.

Think about it. Rigid systems simply can’t thrive in unpredictable environments. COVID threw a curveball at state testing schemes, proving just how unfit they were for the moment. The lesson? Rigid systems, like state testing, don’t mix with a dynamic world still grappling with the effects of a pandemic.

As we wade into the fourth school year affected by these issues, some encouraging changes emerged, like focus on summer learning that fosters inquiry. But then there’s that frustrating obsession with “learning loss.” If you’re a leader, ask yourself how your decisions can make your school or district more adaptable and responsive. That’s the path forward.

Boosting Student Agency

Now, let’s tackle **student agency**. Students are more aware than ever of what they need. They’re ready for educational experiences that genuinely reflect their ideas and interests. They’re not just numbers or rows in a spreadsheet. They’re real, live humans! When getting students back into the classroom, we need to prioritize their individual experiences and aspirations. Because guess what? Students are craving interaction and connections.

Maya Angelou once said, “I did then what I knew how to do. Now that I know better, I do better.” Time to act on those words, my friends!

A New Era of Leadership in Education

Sally J. Zepeda, Ph.D., and Philip D. Lanoue, Ph.D., found themselves in the trenches during this upheaval. They witnessed firsthand how leaders of schools had to address various challenges as students came back. The pandemic raised countless questions: Will we go back to our pre-COVID processes, or will we seize this moment to change? Returning to “normal” signifies we missed a chance to improve our schools significantly.

What lies ahead for educational systems is two-fold. It’s not just about implementing new programs. It’s about understanding **internal dynamics** that will help navigate ongoing changes.

Creating Agile and Responsive Systems

Through conversations with various districts, we’ve noted that systems need to be agile, adaptable, and ready to pivot quickly. If schools revert to rigid structures, we’ll fall into the same patterns where some kids succeed while others lag behind.

We also learned something vital: educators need to feel empowered to adjust their instructional methods dynamically. The pandemic taught teachers how to redesign instruction on the fly rather than following a strict script. Agility can make a massive difference.

Moreover, we can’t forget about the **social-emotional needs** of both students and staff. COVID revealed serious emotional fatigue rippling through schools. Students missed face-to-face interaction, which took a massive toll on their mental health. Meanwhile, burnout hit educators hard, leading to many leaving the profession.

Reinventing Education with Purpose

As schools navigate these complex waters, leaders must prioritize students’ needs. We see younger kids rebounding, while others face learning gaps and emotional distress stemming from the pandemic. We can’t rely on the same old strategies for what’s become a considerable task.

If you want to reshape the educational landscape moving forward, focus on the lessons learned through the pandemic. This journey ahead isn’t about reverting to the past; it’s all about evolving our approaches.

Simplifying Education: Less is More

July Hill-Wilkinson, a veteran teacher and instructional coach from Southern California, puts it bluntly: “Less. Is. More.” For too long, we’ve aimed for more—more tests, more students, more everything. But COVID forced a much-needed rethink. Educators finally had to narrow down vital content in a way we didn’t before.

In an online environment, we couldn’t rely on traditional methods anymore. Suddenly, less screen time meant focusing on what truly mattered. With the right planning, schools can streamline their curricula to emphasize essential skills. That’s how we meet 21st-century educational needs.

The pandemic taught us a lot about flexibility, and while not all districts learned from this experience, progress is definitely possible. We have to embrace these lessons and move toward a more meaningful educational framework.

Adopting a Crisis Mindset

That brings us to T.J. Vari, Connie Hamilton, and Joseph Jones, educators with years of administrative experience. They observed that the pandemic instigated massive changes, making school leaders approach problems differently. In times of crisis, the focus isn’t on “can we fix it?” but rather “how are we going to solve this?”

Education leaders across the country jumped into action, delivering solutions and making rapid changes. They were forced to rethink problems that had otherwise been treated as impossible or requiring years to resolve. When faced with urgency, there’s no time for hesitation. It’s all about adapt and overcome!

Internet Access: A Spotlight on Inequities

Another lesson that stood out during the pandemic was **access to technology**. When schools closed, devices became a necessity. Districts scrambled to equip students with laptops and internet connections. It was amazing to see how communities banded together to solve issues that seemed insurmountable before.

This shows that when we shift our mindset during a crisis, we can tackle significant challenges. But let’s be clear: the aim shouldn’t be to return to “normal” if that means getting back to old problems.

Bringing Clarity to School Leadership

A final important lesson? **Clarity** in leadership. Rhonda J. Roos, an educational consultant, emphasizes that leaders must provide clarity amid confusion. Teachers are seeking direction and support from their leaders now more than ever. Clarity reduces anxiety and equips educators with the tools they need for effective teaching.

Moving forward, let’s narrow our focus on what’s truly essential. Effective leaders highlight what needs to happen without getting bogged down by external pressures. It’s time to concentrate on the real issues at hand, like how students are learning and achieving in schools.

There’s a lot to digest here, but one thing is clear: we need to move forward with intention and implement what we learned during this wild ride. Let’s build a better future for our educational systems. After all, change is possible, and we don’t have to go back to old systems that no longer serve our students or educators.