The Lasting Impacts of COVID-19 on Children Learning Handwriting

The COVID-19 pandemic reshaped nearly every facet of education, and one often overlooked area is handwriting instruction. As schools pivoted to remote learning, young children—especially those in early elementary grades—missed out on critical foundational experiences that support the development of fine motor skills and handwriting fluency. Now, years later, educators and researchers are identifying significant gaps in handwriting abilities among students who were in kindergarten through second grade during the pandemic’s peak years.

Disruption During a Critical Learning Window

Handwriting development typically begins in preschool and accelerates during the first few years of elementary school. These early years are vital for learning how to hold a pencil, form letters correctly, and develop the muscle memory required for fluent writing. The sudden shift to online learning in 2020 disrupted that developmental process.

Virtual classrooms could not replicate the tactile, guided, and individualized instruction necessary for handwriting. Teachers could not easily monitor how students gripped pencils or formed letters, nor could they offer timely feedback. Furthermore, many households lacked the basic writing supplies young learners needed, compounding the challenge.

Source: Basu, A., & Buzzelli, C. (2022). Impact of COVID-19 on Early Childhood Education: Implications for Handwriting Development. Early Childhood Education Journal, 50(3), 435–447. https://doi.org/10.1007/s10643-021-01233-9

The Rise of Digital Tools and Its Consequences

The pandemic accelerated the adoption of tablets, laptops, and digital platforms in education. While these tools were critical for maintaining instruction, they inadvertently deprioritized handwriting, especially among younger students. Typing and touchscreen use replaced traditional pencil-and-paper activities, reducing physical practice with writing.

Research has shown that handwriting activates different cognitive and neural processes than typing, supporting better learning outcomes, particularly in early education.

Source: James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32–42. https://doi.org/10.1016/j.tine.2012.03.001

A 2022 study by the Education Endowment Foundation (EEF) in the UK reported a notable decline in fine motor skills among early primary students, attributed to reduced opportunities for handwriting during lockdowns.

Source: Education Endowment Foundation (2022). The impact of COVID-19 on learning: A review of the evidence. https://educationendowmentfoundation.org.uk/public/files/Publications/Covid-19/Impact_of_Covid_on_Learning.pdf

Emotional and Cognitive Impacts

Handwriting is more than a mechanical task—it contributes to memory retention, reading fluency, and emotional regulation. Children who struggle with handwriting may experience increased frustration, anxiety, and academic disengagement.

The absence of classroom reinforcement and in-person teacher support during the pandemic amplified these issues. Educators have reported that many students now lack the confidence or endurance for extended writing tasks.

Source: Dinehart, L. H. (2015). Handwriting in early childhood education: Current research and future implications. Journal of Early Childhood Literacy, 15(1), 97–118. https://doi.org/10.1177/1468798414522825

Long-Term Educational Challenges

Years after the initial shutdowns, teachers continue to report that students in upper elementary grades struggle with legibility, letter spacing, and writing stamina. These difficulties affect their ability to complete assignments, take notes efficiently, and express their thoughts in writing—all of which are essential for success across academic subjects.

Additionally, students with learning differences such as dysgraphia may have been left undiagnosed during remote learning, resulting in a lack of targeted support.

Source: National Center for Learning Disabilities (2021). Promising Practices to Accelerate Learning for Students with Disabilities During COVID-19 and Beyond.

Moving Forward: Strategies for Recovery

Educators are taking action to close the handwriting gap. Many schools have reintroduced explicit handwriting curricula, even in upper grades, to help students rebuild foundational skills. Occupational therapists are also being integrated into classroom support to assist with fine motor skill development.

Parental involvement is another key factor. Encouraging children to write stories, letters, or keep journals at home can help reinforce these skills. Activities like drawing, painting, and using manipulatives also promote hand strength and coordination.

Source: American Occupational Therapy Association (AOTA). (2021). Resources for Supporting School-Based Handwriting. https://www.aota.org

Conclusion

The impact of COVID-19 on handwriting instruction is a clear example of how foundational learning areas were disrupted in ways that may not be immediately visible—but are deeply consequential. Addressing handwriting delays is essential for ensuring academic readiness, confidence, and cognitive development in children. With focused intervention and support, educators and parents can help this generation of learners recover and thrive.