Nearly 90% of U.S. public schools say the COVID-19 pandemic has hurt the socio-emotional development of their students, according to federal data released Wednesday.

In a May survey of 846 public schools conducted by the National Center for Education Statistics, part of the Education Department, 87% of schools said the pandemic negatively impacted socio-emotional development during the past academic year, and 83% agreed that students’ behavioral development also has been stunted.

COVID-19 greatly disrupted the 2019-20 and 2020-21 academic years, as schools closed their doors, forcing children into remote learning. 2020-21 saw some students return to the classroom, but many others continued online classes or opted for a hybrid approach.

This past academic year, 99% of schools offered full-time, in-person instruction, while a third continued to offer full-time remote learning and 9% had a hybrid option, according to the survey.

But while school schedules mostly returned to normal, the pandemic was still taking a toll on classrooms. 

Schools most frequently reported increases that they attributed at least in part to the pandemic in classroom disruptions from student misconduct (56%), rowdiness outside the classroom (49%), acts of disrespect toward teachers and staff (48%) and prohibited use of electronic devices (42%).  

Seventy-two percent of schools also say they saw a rise in chronic absenteeism — defined as missing at least 10% of the school years.

“Students thrive in an environment with effective social, emotional, and behavioral support,” NCES Commissioner Peggy G. Carr said in a statement. “So when we see 72 percent of our public schools report an increase in chronic absenteeism among our students, it poses an opportunity for education leaders to act quickly using tested approaches that work. It is our responsibility at NCES to disseminate data describing the severity of the situation.”

The survey also highlighted the struggle schools faced when teachers were absent, with 61% reporting that finding a substitute was difficult. Only 1% said they always found a sub. 

When substitutes are not available, schools lean on administrators, nonteaching staff or other teachers using their planning periods to fill in.