The document discusses the impact of the Covid-19 pandemic on education in the SDO-Pasig district and the efforts taken to address learning loss. It notes that the implementation of distance learning during the crisis led to little progress for many learners, particularly those from disadvantaged backgrounds. In 2022, the Learning Continuity and Recovery Plan was introduced to help schools better respond to learners' needs. A review found the largest challenges were differences in academic progress and the mental health of learners. It was reported that disparities increased over time and disadvantaged learners seemed most impacted. The document concludes that recovery efforts need to focus not just on academics but supporting students' emotional, mental, and physical return to school.

1. The global outbreak brought about by Covid-19 not only
affected the economic and health sectors but also hardly
hit the education sector. The need for schools to
temporarily suspend in-person classes has prompted
educational institutions, particularly the SDO-Pasig, to
rethink the way they adapt to the current educational
situation.
The implementation of distance learning modalities
through its learning continuity plan paved the way for
learners to resort to various learning modalities to
address students’ learning needs during the
unprecedented crisis. Yet, learners made little or no
progress while learning from home. Learning loss was
most pronounced among learners from disadvantaged
homes.

2. In 2022, with the leadership of Superintendent
Maria Evalou A. Agustin in coordination with the
DepEd National Capital Region, the Learning
Continuity and Recovery Plan (LCRP) paved the way
for a speedy resolution to the problem. The LCRP is
reflective of contexts and situations of SDO-Pasig
schools and community learning centers (CLCs) that
will guide the Division to better respond to the
learning needs of the learners.
The Curriculum Implementation Division during
their scheduled presentation of the Quarterly
Technical Assistance Review and Monitoring
Adjustment (QTARMA) found the most common
challenge among schools was the large differences in
progress between learners and their emotional and
mental health. The following were also highlighted:

3.  As the academic year 2022 progressed, primary
and secondary school leaders reported that
disparities in learners’ social, emotional, and
academic progress increased, with learners
having increasingly complex and variable needs.
 Learners from disadvantaged backgrounds who
did not attend school and/or engage well online
during home-schooling seem to have been most
profoundly impacted by the COVID-19 pandemic.

4. Whilst the CID personnel provided various curriculum recovery
strategies aligned with the LCRP’s objectives and goals, the above
findings underline that schools in the SDO-Pasig need to focus on
more than just academic learning.
Nobody quite knows how adversely affected the SDO-Pasig
learners’ have been by the absence of daily routine that schools
provide. From the findings available, the CID personnel can
assume some will have felt acutely the anguish caused by the
lack of social interaction or feel the loss from not being able to
undertake the informal rituals of school life – the missed school
journey for young people transitioning into the next phase of their
lives. So, as the CID support the LCRP’s goals, much attention
should be shifted towards helping learners come back to school
physically, emotionally, and mentally as it also necessitates
considering their skills, abilities, and preparedness in the formal
curriculum. The CID’s plan in the year ahead is to strategize the
recovery curriculum that needs to balance how to learn best with
what to learn.