A recent Gallup poll reveals that U.S. parents are more likely to report negative effects of the COVID-19 pandemic on their children’s social skills and mental health than on their academic performance or physical health. The findings highlight the ongoing challenges faced by children in the wake of the pandemic, even as schools gradually returned to in-person learning.
According to Gallup’s latest COVID-19 tracking update, 45% of parents with school-age children report that the pandemic has adversely affected their child’s social skills development. Half of these parents (22%) say the social challenges are still ongoing, while the other half (23%) have observed some improvement. Mental health impacts are also a significant concern, with 42% of parents indicating that their child’s mental health has worsened due to the pandemic, including 21% who report that these issues continue to persist.
In contrast, the effects on academic performance are less pronounced. Approximately one-third of parents reported negative impacts on their child’s skills in math (36%), reading (31%), and science (30%), with half of each group stating that the consequences are ongoing. Fewer parents (23%) say the pandemic has negatively impacted their child’s physical health.
Despite these challenges, solid majorities of parents — between 56% and 69% — report no significant effect on their child’s physical health or academic skills in math, reading, or science. However, social skills development and mental health were more likely to be reported as negatively impacted, with 47% and 52% of parents, respectively, saying these areas were unaffected by the pandemic. Only a small minority (less than 10%) of parents indicated any positive impact of the pandemic on their child’s development across the six areas surveyed.
The poll, conducted from February 18 to 26, 2025, surveyed U.S. parents or guardians of children in kindergarten through 12th grade who experienced significant school disruptions due to the pandemic. The results are based on Gallup’s probability-based panel.
Middle Schoolers Hit Hardest
Parents’ assessments of the pandemic’s effects on their children vary significantly by grade level. The data shows that parents of middle school students (grades 6-8) are more likely to report lasting negative effects across all six areas compared to parents of younger (elementary) or older (high school) students. Specifically, middle school parents are more likely to cite negative impacts on their children’s social skills, academic performance, and mental health.
The survey also found minimal differences between political parties in terms of parents’ views on the pandemic’s impact. However, a notable gender gap emerged regarding mental health: 25% of mothers reported that their child experienced ongoing mental health challenges, compared to just 16% of fathers.
A Broader Context
The pandemic forced U.S. schools to shut down in March 2020, transitioning to remote learning for the remainder of the school year. Many districts continued remote learning for parts of the 2020-2021 school year. As a result, more than 40% of parents report that their child’s social skills development and mental health have been negatively affected by the pandemic, with over 20% stating that these issues persist.
While parents’ perceptions suggest limited ongoing academic effects, official government data presents a different picture. The National Assessment of Educational Progress (NAEP), often referred to as “The Nation’s Report Card,” found that although some recovery has occurred in math, students’ reading and math scores remain below pre-pandemic levels. Experts attribute the improvements to federal COVID-relief funding, though future educational policies, such as proposed cuts to the Department of Education, could influence ongoing recovery efforts.
In conclusion, while many parents report that the pandemic’s impact on their children’s academic performance and physical health has been manageable, social and emotional challenges remain a significant concern. The long-term effects of these disruptions, particularly in middle school-aged children, continue to shape the ongoing conversation about how to best support children in recovering from the pandemic’s broader impact.
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