The COVID-19 pandemic has significantly disrupted traditional educational systems, creating widespread uncertainty among students, parents, teachers, and the general public. With technology becoming more accessible, digital learning emerged as a critical solution in areas equipped with necessary infrastructure. Globally, child welfare remains central in education, making it essential for both parents and teachers to consider the holistic development of children, especially as they face new psychological and developmental needs. This study investigates how social work interventions in schools can promote educational equity in times of crisis by addressing issues such as learning loss prevention, support for remote learning, reduction in dropout rates, and the establishment of healthy, adaptive school environments.

Focusing on Visakhapatnam, the research analyses the role of social workers in enhancing educational support services and fostering rapid learning as schools stabilize post-pandemic. A sample of 320 respondents was randomly selected, with the sample size determined by the formula n= z2 .p.q / d2​ (where n is the desired sample size, z is the standard deviation, p is the proportion in the target population, and d is the absolute precision). Various statistical methods, including ANOVA, exploratory data analysis, chi-square tests, correlations, and descriptive statistics, were used to analyse the data. Findings highlight that amid rapid technological shifts, social work interventions are essential in achieving sustainable and impactful educational equity in Visakhapatnam, Andhra Pradesh.