An Examination of Challenges Educators and Families Faced in the Aftermath of COVID-19

Oct 15, 2026

Uploaded by Connor

The policy brief examines challenges educators and families experience in the aftermath of COVID-19 as schools begin full or phased reopening. It emphasizes ensuring the three “I”s—infrastructure, interaction, and instruction, both in-person and online—are adequately addressed. The brief draws on interviews with principals across 19 states to highlight equity issues, resource gaps, and strategies for care and well-being while detailing leadership responses.

LanguageEnglish

CategoryExam

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

School reopening and the three “I”s

Equity concerns and remote learning challenges

About this Study

Interview scope and sampling

Research approach and recommendations

Leading in Crisis

Publication context

University of Pennsylvania ScholarlyCommons | CPRE Policy Briefs | Consortium for Policy Research in Education
(CPRE) | | --- | --- | | 11-9-2020
An examination of challenges educators and families faced in the Aftermath of COVID-19
Bodunrin O. Banwo University of Minnesota
Erin Anderson University of Denver
Joshua Childs
University of Texas at Austin
Corrie Stone-Johnson University of Buffalo
Follow this and additional works at: [https://repository.upenn.edu/cpre_policybriefs](https://repository.upenn.edu/cpre_policybriefs)
Part of the Education Commons | | Recommended Citation Banwo, Bodunrin O.; Anderson, Erin; Childs, Joshua; and Stone-Johnson, Corrie. (2020) . An examination of challenges educators and families faced in the Aftermath of COVID-19 . CPRE Policy Briefs. Retrieved from [https://repository.upenn.edu/cpre_policybriefs/90](https://repository.upenn.edu/cpre_policybriefs/90) This paper is posted at ScholarlyCommons. [https://repository.upenn.edu/cpre_policybriefs/90](https://repository.upenn.edu/cpre_policybriefs/90) For more information, please contact [repository@pobox.upenn.edu](repository@pobox.upenn.edu). An examination of challenges educators and families faced in the Aftermath of COVID-19 Abstract As schools begin to fully or phase into re-opening, they should ensure that the 3 “I”s that have emerged during Covid-19 in education; infrastructure, interaction, and instruction (both in-person and online) are adequately addressed. This is one of a series of briefs that focused on a‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions ofthe pandemic. Disciplines Education This policy brief is available at ScholarlyCommons: [https://repository.upenn.edu/cpre_policybriefs/90](https://repository.upenn.edu/cpre_policybriefs/90) Leading in Crisis RESEARCH BRIEF An Examination of Challenges Educatorsand Families Faced in the Aftermath of COVID-19 As schools begin to fully or phase into re-opening, they should ensure that the 3 “I”s that have emerged during COVID-19 in education; infrastructure, interaction, and instruction (both in-person and online) are adequately addressed. INTRODUCTION As the epidemiology of COVID-19 becomes increasingly apparent, an ongoing examination of practices of schooling has begun to take place. Even as some schools across the country have opened their doors, either physically or virtually, others are still weighing all the data and options surrounding their re-opening. Since this summer, district and school administrators have worked to design plans and implement strategies that would result in sustainable learning environments for their students and staff. Leaders have been faced with addressing equity concerns that have exacerbated since the beginning of the pandemic. Students and their families, along with some of their staff, have been without adequate internet and technology options, learning materials, and access to other services that would make their remote learning environments less difficult. The rapid changes to different modes of learning have caused confusion, concern, and AUTHORS Bodunrin O. Banwo University of Minnesota Erin Anderson University of Denver Joshua Childs University of Texas at Austin Corrie Stone-Johnson University at Buffalo ABOUT THIS STUDY Leading in Crisis documents school and district experiences following school closures in March 2020 due to COVID-19 . From April to August 2020, researchers conducted interviews with a diverse sample of 120 principalsin 19 states, including elementary, middle and high school leaders from urban, suburban, and rural areas across the U. S. The interviews asked about the most pressing issues leaders faced; school and district responses; the inequities exposed by the pandemic; and strategies for care and well-being. To write their b

FAQs

What does the brief recommend for schools as they reopen after COVID-19?

Schools should ensure the three “I”s—infrastructure, interaction, and instruction (in-person and online)—are addressed so learning environments are sustainable.

What challenges did educators and families face during the pandemic’s shift in learning modes?

Rapid changes across learning modes created confusion and concern, and inequities were exacerbated, including limited internet/technology access, insufficient learning materials, and reduced access to other services.

How was the study conducted to support the policy brief’s conclusions?

Researchers conducted interviews from April to August 2020 with 120 principals in 19 states. A team then analyzed a sub-sample of 23–43 interviews to develop findings, conclusions, and recommendations.

Oct 15, 2026

Uploaded by Connor