The "COVID-19 generation" has arrived on university campuses, and for these undergraduate students, the pandemic was far more than a temporary interruption. Instead, it was a critical disruption of their primary developmental years. Most current college freshmen and sophomores were in grades 6 through 8—a period of life that I remember hating (kids are mean!), but one that is biologically essential for growth—when lockdowns began in 2020.
For the insurance and risk management industry, this demographic shift introduces a unique and complex set of exposures for the future workforce. Here, I will discuss the detrimental effects COVID-19 had on today's college students, along with the positives they bring to the table.
How Did COVID-19 Affect Middle School Students?
Middle school is widely recognized by developmental psychologists as a vital window for brain development, particularly concerning executive function and social cognition. The 2020 lockdowns effectively removed students from the "social laboratory" of the classroom during these peak years.
As a result, we now see a student body that is chronologically 18–20 years old but often presents with the social-emotional regulation of younger adolescents. Research indicates that the shift to screen-mediated interaction slowed the development of emotional control and social expressivity. This may manifest as a higher frequency of interpersonal conflicts, a decreased ability to navigate complex bureaucracy, and a perceived "fragility" when facing academic or social setbacks.
These students are your future colleagues. They didn't ask to miss critical developmental periods in their education; they simply have to cope with it today. Understanding their developmental context is a professional necessity.
Academic Performance: The Reality of Learning Loss
The mental health crisis on campus has transitioned from an acute emergency to a chronic baseline. According to a 2026 Centers for Disease Control report, the cohort faces significantly higher rates of clinical anxiety and depression, which is compounded by an environment where in-person education has been plagued by active shooter drills and threats of violence.
Despite the aforementioned challenges, it is a mistake to view this generation solely through a lens of deficit. (And please remember my feelings on generation bashing. It's not good!) These students are nothing if not resilient, possessing a specialized psychological and technical tool kit uniquely suited for the risk and insurance industry.
Tech-integrated, not just tech-savvy. Their ability to pivot between hybrid, remote, and in-person environments is unparalleled. Their middle school years served as a crash course in remote collaboration and digital relationship-building. They have also grown up with social media, which has allowed them to connect globally with a diverse range of people.
Crisis resilience. Having navigated a global crisis at a sensitive age, many have developed a pragmatic "survivor" mentality and a calm stability during volatile times.
Values and ethics. Witnessing systemic failure has made them highly attuned to social justice, institutional transparency, and equitable treatment.
Industry alignment. This cohort values security and stability—the hallmarks of the insurance industry. Their comfort with InsurTech and asynchronous communication allows them to maintain high-touch global client relationships without the need for constant (and expensive) travel.
Conclusion
The college students of 2026 are a unique "double-pivot" generation, having navigated both the pandemic and the rapid rise of artificial intelligence. For the insurance industry, the challenge is to be proactive in managing these permanent developmental changes. These young professionals are not a lost generation; they are a battle-tested one. Their lived experience with systemic risk makes them arguably the most qualified candidates to manage it for others, offering a perfect blend of digital mastery and emotional intelligence.
Adam Hampshire, Adriana Azor, Christina Atchison, William Trender, Peter J. Hellyer, Valentina Giunchiglia, Masud Husain, Paul Elliott, et al., "Cognition and Memory After COVID-19 in a Large Community Sample," The New England Journal of Medicine, February 28, 2024.
Opinions expressed in Expert Commentary articles are those of the author and are not necessarily held by the author's employer or IRMI. Expert Commentary articles and other IRMI Online content do not purport to provide legal, accounting, or other professional advice or opinion. If such advice is needed, consult with your attorney, accountant, or other qualified adviser.
The "COVID-19 generation" has arrived on university campuses, and for these undergraduate students, the pandemic was far more than a temporary interruption. Instead, it was a critical disruption of their primary developmental years. Most current college freshmen and sophomores were in grades 6 through 8—a period of life that I remember hating (kids are mean!), but one that is biologically essential for growth—when lockdowns began in 2020.
For the insurance and risk management industry, this demographic shift introduces a unique and complex set of exposures for the future workforce. Here, I will discuss the detrimental effects COVID-19 had on today's college students, along with the positives they bring to the table.
How Did COVID-19 Affect Middle School Students?
Middle school is widely recognized by developmental psychologists as a vital window for brain development, particularly concerning executive function and social cognition. The 2020 lockdowns effectively removed students from the "social laboratory" of the classroom during these peak years.
As a result, we now see a student body that is chronologically 18–20 years old but often presents with the social-emotional regulation of younger adolescents. Research indicates that the shift to screen-mediated interaction slowed the development of emotional control and social expressivity. This may manifest as a higher frequency of interpersonal conflicts, a decreased ability to navigate complex bureaucracy, and a perceived "fragility" when facing academic or social setbacks.
These students are your future colleagues. They didn't ask to miss critical developmental periods in their education; they simply have to cope with it today. Understanding their developmental context is a professional necessity.
Academic Performance: The Reality of Learning Loss
The "learning loss" debate is no longer theoretical; in 2026, it is a measurable reality. Data from the Federal Reserve Bank of Richmond confirms an average learning deficit equivalent to roughly 0.6 years of education. These gaps are most pronounced in mathematics, where skill accumulation is cumulative.
Many students now lack the math fluency normally mastered in middle school. A 2024 study suggests that even mild cases of COVID-19 may be associated with a modest decline in IQ (roughly 3 to 6 points), impacting memory, reasoning, and executive function.
Campus Mental Health Crisis
The mental health crisis on campus has transitioned from an acute emergency to a chronic baseline. According to a 2026 Centers for Disease Control report, the cohort faces significantly higher rates of clinical anxiety and depression, which is compounded by an environment where in-person education has been plagued by active shooter drills and threats of violence.
Roughly 95.7 percent of students in recent samples report experiencing moderate to severe mood disorders, and 1 in 5 college students reports "serious" mental distress, with suicidal ideation rates nearly double those of the general population. There has been a 24.7 percent increase in substance use as a primary coping mechanism for COVID-related trauma.
Don't Give Up on COVID-19 Students!
Despite the aforementioned challenges, it is a mistake to view this generation solely through a lens of deficit. (And please remember my feelings on generation bashing. It's not good!) These students are nothing if not resilient, possessing a specialized psychological and technical tool kit uniquely suited for the risk and insurance industry.
Conclusion
The college students of 2026 are a unique "double-pivot" generation, having navigated both the pandemic and the rapid rise of artificial intelligence. For the insurance industry, the challenge is to be proactive in managing these permanent developmental changes. These young professionals are not a lost generation; they are a battle-tested one. Their lived experience with systemic risk makes them arguably the most qualified candidates to manage it for others, offering a perfect blend of digital mastery and emotional intelligence.
References and Further Reading
The State of Gen Z 2020: The Impact of COVID-19 and Gen Z Looking Ahead, Center for Generational Kinetics, 2020.
Subi Gandhi, Alexandra Jordan, Ryan Glaman, and Brendan Morrow, "Unmasking the Impact of COVID-19 on the Mental Health of College Students: A Cross-sectional Study," Frontiers in Psychiatry, November 17, 2024.
Adam Hampshire, Adriana Azor, Christina Atchison, William Trender, Peter J. Hellyer, Valentina Giunchiglia, Masud Husain, Paul Elliott, et al., "Cognition and Memory After COVID-19 in a Large Community Sample," The New England Journal of Medicine, February 28, 2024.
Kesong Hu, Kaylene Godfrey, Qiping Ren, Shenlian Wang, Xuemei Yang, and Qi Li, "The Impact of the COVID-19 Pandemic on College Students in USA: Two Years Later," Psychiatry Research, September 2022.
2026 US Education Outlook: Risk, Resilience and Workforce Vitality, HUB International, Outlook International, 2026.
Hannah Veltheim, "Pandemic's Impact on the Young: Generation Z and Growing Up in the Middle of COVID-19," Futures Platform, June 16, 2022.
Jean-Marie Lovett, "Attracting Next-generation Talent to Insurance," Insurance Thought Leadership, December 18, 2025.
Denise Carballea and Rita Rivera, "Fostering Resilience in College Students Amid the COVID-19 Pandemic," Eye on Psi Chi, Summer 2021.
Kirk Fleming and Candace Dowling, "COVID-19 and the Next Generation of Risk Management," Risk Management, December 16, 2020.
Susan Branje, "The Impact of the COVID-19 Pandemic on Adolescent Mental Health Across the World," Science Direct, October 2023.
Børge Sivertsen, Rory C. O’Connor, Sondre Aasen Nilsen, Ove Heradstveit, Kristin Gärtner Askeland, Tormod Bøe, and Mari Hysing, "Mental Health Problems and Suicidal Behavior from Adolescence to Young Adulthood in College: Linking Two Population-Based Studies," European Child and Adolescent Psychiatry, February 27, 2023.
Kristen Romaine, "Recent Studies Warn That the Kids Are Not Alright," The Voyager, April 27, 2026.
Santiago Pinto, "The Pandemic's Effects on Children's Education," Economic Brief, Federal Reserve Bank of Richmond, August 2023.
Opinions expressed in Expert Commentary articles are those of the author and are not necessarily held by the author's employer or IRMI. Expert Commentary articles and other IRMI Online content do not purport to provide legal, accounting, or other professional advice or opinion. If such advice is needed, consult with your attorney, accountant, or other qualified adviser.