Examining the Impacts of a Developmentally Appropriate, Culturally Relevant Virtual School on Student Outcomes.

This article examines third- to fifth-grade students’ experiences in the Learning for All Virtual Freedom School (LAVFS), a culturally responsive and developmentally appropriate virtual summer literacy program implemented during the COVID-19 pandemic. Grounded in culturally relevant pedagogy (CRP) and stage-environment fit theory, the study found that students reported higher participation, enjoyment, and a stronger sense of belonging in LAVFS compared to their traditional pre-pandemic schooling, with positive impacts on their racial-ethnic identity, particularly among Black and Latinx students. The program’s emphasis on culturally rich curriculum, teacher-student relationships, and critical historical content fostered student motivation and engagement in a virtual setting. Findings suggest that virtual schooling can effectively support marginalized students’ cultural and developmental needs when intentionally designed, with implications for urban schools continuing to offer online learning options.