As schools began to close in March of 2020, there was a quick transition to online and virtual options to keep students engaged in learning and to protect students from COVID-19. With schools suspending in-person classes, many children stopped engaging in academic instructional activities due to lack of technological resources, school programming, and instructional strategies (Domina et al., 2021). In the fall of 2020, media outlets were reporting 3 million missing children. Children are being referred to as "missing," when a more accurate definition of this group would be those who are unaccounted for in the school system. School psychologists, who work to remediate learning and social-emotional problems, will find their efforts complicated by these educational interruptions. Children and adolescents reported higher levels of anxiety, depression, and posttraumatic symptoms during COVID-19, suggesting that the pandemic has had a significant influence on the mental health of youth (de Miranda et al., 2020). Having a clear understanding of which students missed the most in-person instruction may help school psychologists target appropriate preventive and remedial services.