COVID's long shadow is shaping a new generation of college students

Educators report that students who attended high school during the pandemic are arriving at college with noticeable gaps in math and writing and with higher levels of anxiety about belonging.

Nearly six years after classrooms closed in 2020, many first-year college students are showing academic and social aftereffects linked to pandemic-era schooling. Educators say extended periods of online or hybrid instruction reduced opportunities for sequential learning and in-person skill building. University reports and faculty observations point to gaps in math and writing, greater reliance on technology for answers, and increased student anxiety around belonging. Some statewide data show modest recent improvements and rising college enrollment, but educators say a full recovery may take time. Key points: - A UC San Diego workgroup reported steep declines in academic preparation among incoming students, noting many more students failing math placement despite meeting admission requirements. - UC Berkeley faculty describe weaker foundational skills in first-year classes and greater student use of AI tools for problem solving. - College advisers and clinicians report higher anxiety, less independence in navigating opportunities, and communication challenges among pandemic-era students. - State data show small gains in K–12 test scores and recent increases in college enrollment and retention toward pre-pandemic levels. Summary: The pandemic-era "COVID cohort" is entering college with measurable learning gaps and heightened social anxiety that are affecting classroom dynamics and campus support needs. Universities and faculty are testing early assessments, clearer expectations in syllabi, and peer support approaches to better gauge incoming students' strengths and shortcomings. Recovery timelines remain uncertain, and institutions report ongoing efforts to adapt instruction and student supports.