Beyond the Bell: Remembering COVID's Lessons to Build a Culture of Unwavering Support

This is part of the blog series, 5 Years Later: Lessons, Innovation, and the Future of Public Education, exploring how PreK-12 education has evolved and what lessons we carry forward. This series highlights the resilience, creativity, and strategic adaptations that have redefined public education since the pandemic. Read more posts from the series here.

COVID feels like a lifetime ago. We were flying by the seat of our pants, leading schools in an environment where the rules changed almost daily, and uncertainty was our constant companion. In New Jersey and several other states, parents had the option to have their children attend classes remotely during the 2020-21 academic year, which created additional challenges.

The pandemic was a shared experience and a testament to how deeply we care about students.

But even with that option, we knew some kids just needed to be in-person. So, little by little, we started inviting them back. First, our special education students – they absolutely needed that daily, uninterrupted, in-person instruction. Then, our English Language Learners, navigating a new language and a whole new learning environment. And finally, our high school seniors at risk of not graduating, so we could guide them to the finish line. We just kept latching onto those students who were most in need of genuine engagement, of caring teachers, and of really smart, targeted instruction. I know you all did the same thing in your own schools. It was a shared experience and a testament to how deeply we care about students.

Recognizing the Lessons Learned

That whole experience, born out of crisis, actually taught us a ton. We created opportunities for student-centered support in unique ways. We helped students pass their classes. And we were successful more often than not. How do we keep that urgent spirit alive in these difficult and exhausting times?

Honestly, the answers aren't always about huge, expensive programs or throwing money at the problem. Sometimes, it's about thoughtful, intentional tweaks to what we already do, infused with that same refusal to accept failure as a foregone conclusion. Let's talk about a few ideas, things we can start doing now that are rooted in the very principles that got us through the pandemic:

1. The Non-Negotiable Lunchtime Homework Club

Imagine this: a Homework Club at lunchtime, but it’s not some dreary detention. Instead, it's a dedicated, supportive space where kids can actually make up missing work. And here's the key – they do it under the guidance of a wise, empathetic educator. Making this "non-negotiable" for students who are truly struggling sends such a powerful message: "We believe in you, and we're giving you the structure and support you need to succeed."

"We believe in you, and we're giving you the structure and support you need to succeed."

2. The Simple, Yet Powerful, Proactive Phone Call

It should never be a surprise to a family that their child is having academic trouble. Requiring teachers to phone home for any student in "C" territory or lower conveys the message that, "Hey, let's team up on this." A timely phone call can reveal so much – maybe they're confused by the material, or there's something going on at home, or maybe they just need a quiet place to study. These are things a report card can never tell you. This simple act builds partnership and shows families that we’re truly invested in their child's success, not just their grades.

3. Strategic Friday Dismissal: A Dedicated Time for Catching Up.

Let's get creative with our calendars. What if, at the end of each marking period, we had an early Friday dismissal, with the students who are struggling academically remaining at school for the afternoon? This isn't a "punishment" day; it’s a dedicated, focused block of time, free from the regular school-day buzz, where educators can provide truly individualized attention. They can catch up on assignments, retake tests, or finish projects. And of course, we arrange bus transportation for these students so everyone can access this vital support. It transforms a potential academic crisis into a real opportunity for targeted help, showing a school-wide commitment to making sure no student falls through the cracks.

4. The Art of the Personal Invitation

There’s a world of difference between just putting tutorial times on the whiteboard and a teacher actually personally inviting a student to come see them during a free period. Maybe it's to prepare for an upcoming test or get help with a project. One strategy is passive; the other is active and deeply relational. We should be encouraging teachers to not just advertise their free and tutorial periods, but to really emphasize that personalized outreach. This teaches students that asking for help isn't a sign of weakness, but a smart, proactive step. It builds that crucial bridge between student and teacher, fostering trust and showing kids that we're truly their advocates.

Building a Culture of Resilience and Support

We're building a school culture that shouts from the rooftops: "Failure is unacceptable here, and the adults in this building will work tirelessly to support you.

When we commit to these kinds of strategies, we're doing so much more than just producing strong report cards. We're teaching invaluable life skills. We’re teaching kids to ask for help, to talk to their teachers, and the resilience to bounce back from academic challenges. We're building a school culture that shouts from the rooftops: "Failure is unacceptable here, and the adults in this building will work tirelessly to support you." We’re showing them, in real time, that hard work and a little extra effort truly pay off. Success, as they say, breeds success.

The lessons we learned during the pandemic, especially that urgent need for targeted, empathetic intervention, absolutely cannot be forgotten. In fact, they should be the very bedrock upon which we build schools where every single student knows they are supported, valued, and truly capable of achieving great things.