The (sick) kids aren’t alright: Observations from a teacher with Long COVID

The lingering effects of COVID-19, now commonly referred to as Long COVID, have become a pressing concern within educational settings, particularly affecting school-age children and adolescents. As a teacher who has personally battled Long COVID, I have observed numerous concerning patterns in student behavior that cannot be attributed solely to technological factors or pre-existing health issues.

According to a study in the journal Pediatrics, an estimated 5.8 million children in the U.S. may have been affected by Long COVID as of early 2024, surpassing the 4.9 million children previously diagnosed with asthma, the most common pediatric health condition.

The neurological challenges posed by Long COVID are among the most alarming aspects of this ongoing pandemic. In my school, students were repeatedly exposed to the virus, with multiple infections often resulting in prolonged symptoms lasting over a week, and sometimes recurring more than once a quarter. This constant state of illness, fatigue, and difficulty concentrating has led to alarming absenteeism rates.

A 2025 study found that children with Long COVID are more than twice as likely to experience chronic absenteeism, defined as missing at least 18 school days within a year.

Beyond the immediate academic consequences, Long COVID has also led to significant cognitive and mental health challenges for affected students. Many return from sick days displaying "cognitive shell shock," exhibiting large gaps in knowledge and a profound exhaustion that makes classroom participation a significant struggle. For some students, the constant awareness required to keep up with schoolwork has become an immense effort, akin to a monumental task.

One student, in particular, developed migraines, severe nausea, and extreme light sensitivity after contracting COVID-19, making it nearly impossible for her to learn or participate in the fluorescent-lit environment of our school.

Food-related symptoms have also become prevalent among affected students, with some experiencing debilitating gastrointestinal issues that prevent them from eating properly or concentrating on their studies. Some have had to adopt restrictive diets to find safe foods, with gluten-free diets even being suggested as a potential solution.

These food sensitivities may be linked to mast cell activation syndrome (MCAS) and related conditions, which can produce a wide array of debilitating symptoms far beyond typical food or seasonal allergies.

In conclusion, while it is crucial to recognize that these issues are not solely attributable to COVID-19, the evidence strongly suggests that the virus and its prolonged effects have had a devastating impact on the educational environment and the well-being of young students. As a former educator and now an advocate for clean air in schools, I urge the urgent need for improved policies and support systems to address the unique challenges posed by Long COVID in our classrooms.