With long COVID now recognised as a disability affecting one in ten adults, educators are urged to provide flexible academic arrangements and safer learning environments to support students facing cognitive and physical challenges.
The toll of long COVID on students has emerged as a critical issue, significantly impacting their academic experiences and overall well-being. Anne McConway, a lecturer in early childhood development at Coventry University and an advocate for Long Covid Kids, presents an urgent case for educators to understand and support students suffering from this debilitating condition. In her recent communication, she highlights the complexities of long COVID, a term that encapsulates a myriad of lingering health issues following a COVID-19 infection. This condition has now been recognised as a disability, affecting an estimated one in ten adults with long-term symptoms.
The cognitive ramifications of long COVID are particularly alarming. According to a study published in 2025, nearly 40% of surveyed undergraduate students reported cognitive impairments, such as memory loss and difficulty focusing, akin to issues typically seen in much older individuals. This reflects a broader concern, as the World Health Organization has warned that each COVID-19 infection carries a significant risk of long-term health consequences, underscoring the necessity for educational institutions to adapt their support systems accordingly.
Support for students is crucial not only from a health perspective but also to prevent academic attrition. Many students report feelings of isolation and fear regarding their capacity to continue their studies. McConway emphasises that educational adjustments can facilitate their academic journeys. For example, colleges have a responsibility to provide flexible attendance options, opportunities for online participation, and adjustments to assessment strategies. Institutions are encouraged to register long COVID under their disability guidelines, reinforcing the importance of equitable access to education.
Furthermore, creating a safer learning environment is essential. McConway suggests practical steps such as improving indoor air quality through CO2 monitoring, promoting mask-wearing among all students, and ensuring classrooms are accessible to those with mobility issues. These measures would not only protect students with long COVID but also safeguard the health of the wider student population.
A lack of understanding of long COVID among some medical professionals complicates the situation further. Many individuals struggling with long COVID experience a range of symptoms—from fatigue and cognitive difficulties to respiratory issues—that can vary greatly from person to person. This unpredictability often requires customised care and an informed support network, which educators must be prepared to offer.
The emotional impact of living with long COVID is equally profound. Students often grapple with a loss of identity and the adjustment to a lifestyle dramatically changed by their health challenges. McConway advocates for empathy and communication, urging educators to recognise that academic demands may need modification. Ensuring students feel seen and supported is vital for their confidence and success.
In conclusion, as the higher education landscape continues to navigate the ramifications of the pandemic, it is imperative that institutions remain proactive in addressing the needs of students with long COVID. By fostering an environment of understanding, support, and flexibility, educators can help ensure that these students can continue their studies and achieve their academic goals despite the challenges posed by their health issues.
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Source: Noah Wire Services
- https://www.timeshighereducation.com/campus/practical-ways-support-university-students-long-covid – Please view link – unable to able to access data
- https://www.bestcolleges.com/news/what-college-students-need-to-know-about-long-covid/ – This article discusses the impact of long COVID on college students, highlighting that the Department of Health and Human Services has designated long COVID as a disability under the Americans with Disabilities Act. It outlines the process for students to request accommodations through their school’s disability services office, which may include flexible attendance schedules, assistance with note-taking, and extended time for exams. The article emphasizes the importance of understanding and supporting students experiencing long COVID to ensure their academic success.
- https://wellbeing.jhu.edu/blog/2022/11/29/recognizing-long-covid-and-what-to-do-if-you-have-it/ – Johns Hopkins University provides a comprehensive overview of long COVID symptoms, including fatigue, cognitive difficulties, and respiratory issues. The article advises students to seek care from healthcare providers to develop a personal management plan and discusses the availability of disability accommodations for those affected. It also highlights the importance of preventive measures, such as staying up to date with COVID-19 vaccinations, to reduce the risk of long COVID.
- https://www.insidehighered.com/news/2020/10/30/long-term-covid-19-symptoms-have-implications-colleges – This article examines the implications of long-term COVID-19 symptoms for higher education institutions. It discusses potential accommodations for students suffering from post-COVID symptoms, such as attendance leniency, makeup exams, extra time on exams, priority registration, and online courses. The piece emphasizes the need for colleges to adapt their support systems to address the challenges posed by long COVID and ensure equal educational access for all students.
- https://www.edweek.org/leadership/thousands-of-students-will-face-long-covid-schools-need-to-plan-now/2022/06 – Education Week highlights the necessity for schools to prepare for the anticipated increase in students affected by long COVID. The article suggests that students may require a range of accommodations, including virtual learning options, scheduling flexibility, curriculum adjustments, and permission to use elevators instead of stairs. It advises school districts to enhance their teams evaluating accommodation requests and to collaborate with specialists knowledgeable about long COVID to effectively support affected students.
- https://www.miamistudent.net/article/2022/12/students-struggle-with-the-long-term-effects-of-covid-19 – The Miami Student reports on the challenges faced by students dealing with the long-term effects of COVID-19, commonly referred to as ‘COVID brain.’ Symptoms include memory loss, decreased attention span, and multitasking difficulties. The article advises students experiencing these symptoms to consult healthcare professionals and recommends healthy habits such as adequate sleep, balanced nutrition, regular exercise, and avoiding substances like drugs and alcohol to manage cognitive issues associated with long COVID.
- https://www.timeshighereducation.com/campus/practical-ways-support-university-students-long-covid – This article from Times Higher Education offers practical strategies for educators to support university students affected by long COVID. It emphasizes the importance of creating a positive, mask-friendly environment, improving indoor air quality to reduce reinfection risks, and providing accommodations such as flexible timetables and alternative assessment options. The piece also highlights the need for empathy and understanding, acknowledging the fluctuating nature of long COVID symptoms and the impact on students’ academic performance and well-being.
