Online Education During the Pandemic: The Digital Divide and Socio-Emotional Effects on Students in Usme

An assessment was conducted on the transition from in-person to online education during the pandemic at the Tejares Educational Institution (Usme, Bogotá). The study included 217 students in grades 6 through 11, and data was collected through open-ended online questionnaires, webcam observation, review of evidence submitted through institutional channels, virtual meetings with families, and field notes. It has been shown that intermittent connectivity, reliance on mobile data, and limited or shared access to devices have affected attendance at synchronous sessions and academic continuity, with greater barriers in the lower grades. Continuity has been maintained primarily through asynchronous channels and irregular assignments. Family support has been a decisive but uneven factor: greater supervision has been observed in lower grades and more indirect support in higher grades, with tensions related to time and mediation capabilities. Teaching guides and institutional flexibility have mitigated total disruption without fully bridging the gaps. Anxiety, frustration, and stress have been reported, and needs for connectivity, pedagogical support, and socio-emotional support have been identified.