It is hard to fully encompass or articulate the impact that the COVID-19 pandemic has had on society in the USA and around the world. From the early days of denial, through waves upon waves of cases and deaths, to the sad recognition that we do not yet know when the era of COVID-19 will end, the last few years have been a tragedy on multiple dimensions. Of course, the pandemic also shed light on the heroes among us, and many groups and organizations rose to the occasion. Work-from-home arrangements flourished, potentially changing the world of work forever. Digital innovations abounded. The reduction in traffic, and thus pollution, gave the planet a chance to breathe. And, in many countries, faith in the public sector was restored as governments responded rapidly on many fronts, from public health to the preservation of incomes for households and offering a lifeline of support to businesses. In this chapter, we focus on some of the most significant impacts of COVID-19 on US society, including many of the social ills it exposed, from income inequality and inequitable access to health care to the untenable burdens placed on public health workers.

Chronic pediatric illnesses are common and they are often educationally consequential. Many chronically ill children experience severe educational impairments. Empirical research on the pediatric illness–schooling interface notwithstanding, theoretical endeavors on the topic are largely missing. This chapter presents a theoretical model comprising four interrelated dimensions. These are the nature and severity of the pediatric illness itself (e.g., asthma, epilepsy), educational challenges common to each illness (e.g., direct neurocognitive effects, uninformed teachers), students’ personal strengths (e.g., emotional resilience), and environmental supports (e.g., social supports at school). These three dimensions are hypothesized to mutually determine the nature and severity of any adverse educational impacts (e.g., academic or attendance problems). The model is abbreviated as P-CSI, to denote Pediatric, Challenges, Strengths/Supports, and Impacts. It is argued that the P-CSI model helps contextualize existing information on prevention and intervention. It may also reveal gaps to be addressed by future research concerning pediatric illnesses at school.