Research by Professor Lori Peek of the University of Colorado Boulder and her colleagues Alice Fothergill, Zoe Lefkowitz, and Melissa Villarreal, shines a light on this overlooked dimension of the pandemic. By examining news stories about children aged 5 to 18 years old across the United States, their study reveals a powerful and often surprising truth. Children did not simply endure the pandemic. They actively responded to it, helping others in ways that were creative, compassionate, and informed by their own understanding of the social and economic roots of the crisis.

At the heart of this research is the idea of disaster literacy. This concept refers to a person’s ability to understand risk, make informed decisions, and take action before, during, and after a disaster. Traditionally, disaster literacy has been seen as something children as well as adults must acquire through education or training. But the pandemic offered a different pathway. It showed that lived experience, especially when combined with empathy and opportunity, can become a powerful teacher.

Children learned quickly. They absorbed information about the virus, the risks it posed, and the ways it affected different groups. But more importantly, they acted on that knowledge. In doing so, they demonstrated that disaster literacy is not just about understanding risk and knowing what to do. It’s also about using that knowledge and actively choosing to help others.

One of the most visible ways children contributed during the pandemic was by providing material support. As shortages of masks and protective equipment spread across communities, young people responded with ingenuity. Some taught themselves to sew and began producing handmade face coverings, first for their families and then for strangers. Others used 3D printers in their schools to create face shields, transforming this technology into a life-saving tool.

These efforts were not small or symbolic. In many cases, children produced hundreds or even thousands of items, distributing them to healthcare workers, older adults, and people experiencing homelessness. They identified gaps in resources and moved quickly to fill them. Their actions reflected an understanding that disasters do not affect everyone equally. Some people in the pandemic were more exposed because of where they lived or worked. Some were more vulnerable to the disruptions of the pandemic because they attended underserved schools or lived in low-income communities. Children recognized these harsh realities and they mobilized in response. 

Children donated and raised money, often in remarkably creative ways. From selling handmade bracelets to organizing neighborhood fundraisers, they turned personal initiative into collective benefit. The funds they raised supported hospitals, low-income families, and community organizations struggling under the weight of the pandemic. For many children, giving was not just about charity. It was about feeling connected to something larger than themselves, about knowing they could make a difference as they responded to injustice.

Food insecurity became another area where children stepped in. As families lost income and school cafeterias were shuttered, access to food became uncertain for even more people. To combat hunger in their communities, young people organized food drives and delivered groceries to older adults. They even started new initiatives, such as a foundation created by a teen to deliver meals from local restaurants to frontline workers. These efforts revealed a clear awareness of one of the most fundamental inequalities exposed by the pandemic. Food, a basic human need, was not equally available to all.

Children’s contributions also extended far beyond material support. They played a crucial role in sustaining emotional and social well-being. During a time defined by isolation, fear, and uncertainty, many young people turned to art as a means of connection. They painted, wrote stories, created music, and shared messages of hope in public spaces and online.

These acts of creativity were not trivial. They offered comfort to strangers, gratitude to frontline workers, and a sense of shared humanity in a polarized world. For the children themselves, art also became a way to process their own emotions. It allowed them to make sense of what was happening and to transform fear into something constructive.

Social and emotional support emerged as another powerful area of engagement. Despite facing their own challenges, children reached out to others. They checked in on friends, supported peers struggling with mental health, and found ways to connect with older adults who were cut off from their families. Some even helped establish peer support networks, recognizing that young people could play a unique role in helping one another.

In these moments, children began to redefine what it means to contribute during a crisis. They showed that support is not always about resources or expertise. Sometimes, it is about presence, listening, and understanding.

Education, too, became a space for innovation. As schools shifted to remote learning, many children recognized the gaps this created. Some students struggled with access to technology, while others found it difficult to stay engaged. In response, young people developed tutoring programs, created educational content, and offered support to younger students.

These initiatives often focused on those most at risk of falling behind, including children from low-income families and those learning English. By stepping into teaching roles, young people not only helped others but also deepened their own understanding of the challenges facing their peers. They became advocates for educational equity, even if they did not always describe themselves that way.

Participation in public health efforts marked another important dimension of children’s engagement. Some spoke out in favor of safety measures such as mask-wearing, even when doing so was difficult or even opposed by adults. Others participated in vaccine trials or encouraged other young people to get vaccinated.

These actions required courage. They involved stepping into public debates and asserting a voice in decisions that directly affected their lives. In doing so, children demonstrated that they are not only capable of understanding complex issues but also willing to take responsibility for collective well-being.

A smaller number of young people engaged in research. They designed projects, collected data, and contributed to efforts aimed at understanding and addressing the impacts of the pandemic. These activities highlighted that young people are capable of generating knowledge and influencing evidence-based responses to crisis.

Across all these actions, one question stands out. Why did children choose to help? The research study by Peek and colleagues suggests that children’s motivations were diverse. Some were driven by personal experiences, such as seeing a family member struggle or being separated from loved ones. Others were influenced by peers, teachers, or community leaders who encouraged them to get involved. Still, others acted out of a broader sense of empathy, recognizing that certain groups were disproportionately affected by the pandemic.

This awareness of inequality is particularly significant. It suggests that children were not only responding to immediate needs but also developing a deeper understanding of the structural factors that influence unequal disaster impacts. Young people noticed who was most at risk and why. And they acted accordingly.

This is where the concept of disaster literacy takes on new meaning. This study underscored that disaster literacy is not just about knowledge or preparedness. It also involves recognizing injustice and working to address it. The pandemic, in this sense, may have served as a catalyst for a more critical and engaged form of learning and social engagement.

Children’s experiences during COVID-19 illustrate what might be called a liberatory form of disaster literacy. This goes beyond understanding risk. It includes questioning the systems that produce unequal outcomes and taking action to create change. It is about seeing disasters not only as natural or biological events but also as social phenomena shaped by economic inequality and other forms of injustice.

At the same time, it is important not to romanticize children’s contributions. Their actions often emerged in response to gaps in support systems. When young people step in to provide food, education, or emotional care, it can signal that existing social systems are not meeting people’s needs. Recognizing children’s agency should not mean shifting responsibility onto young people. Instead, it should prompt a broader reflection on how societies can better support all their members before, during, and after a crisis.

What, then, can we learn from this research and the broader historical moment?

First, children are capable of far more than they are often given credit for. They can understand complex situations, identify needs, and take meaningful action.

Second, providing opportunities for children to contribute can enhance their sense of agency and belonging. When young people are included in decision-making and response efforts, they become partners rather than passive recipients. They can make tangible and important contributions to disaster response and recovery.

Third, disasters themselves can be powerful learning environments. While they bring immense challenges, they also create opportunities for growth, connection, and transformation. The experiences of children during the pandemic suggest that these moments can plant the seeds for a more informed, empathetic, and engaged generation.

As the world continues to grapple with the long-term effects of COVID-19 and prepares for future environmental crises, it is worth remembering the lessons offered by children. These young people remind us that resilience is not just about bouncing back. It is about reaching out, understanding others, and working together to build a more just and caring society.