Academic performance and intellectual capacity in school-age children after the COVID-19 pandemic in Colombia

Abstract

Background: The coronavirus disease 2019 pandemic caused prolonged school closures and a shift to virtual education, creating major challenges for children with limited internet access or digital skills. These difficulties disrupted learning, especially in key areas such as mathematics and language.
Aim: To examine the relationship between academic performance and intellectual capacity in children aged 6 years – 8 years after the pandemic.
Setting: The study took place at a public school in Pasto, Colombia.
Methods: A descriptive, cross-sectional study was conducted with 418 children. Cognitive performance was assessed using the WISC-IV, while academic and demographic data were obtained from Sistema administrador de procesos educativos [Educational Process Management System] (SAPRED).
Results: A high proportion of children scored in low-average (38%) and borderline (32%) ranges. Most showed borderline performance in verbal comprehension (77%) and working memory (78%). Significant correlations were found between WISC-IV scores and academic performance in mathematics and Spanish.
Conclusion: Intellectual and academic performance levels were mainly low or borderline, highlighting the influence of socioeconomic and environmental factors on post-pandemic learning.
Contribution: The study provides insight into post-pandemic cognitive and academic outcomes in Colombian children and emphasises the need for context-sensitive educational and psychological interventions.