2020 was a terrible year for mankind, the Covid-19 pandemic radically changed habits, lifestyles, social relations and even the learning processes of the world’s population. For the first time since the Second World War, education experienced a standstill on a global scale. In this context, emergency teaching has developed. It is a process derived from reflections on distance learning, with the aim of counteracting the accumulated learning deficit and the significant and long-lasting effects it could have on individuals and the community. In fact, the pandemic still has significant after-effects today, both in terms of the psycho-emotional impact such as depression and mental health, and in terms of aspects more specifically related to learning loss and school performance. In this regard, the text addresses the conceptual misunderstanding between distance learning and emergent learning by analysing, through the use of unpublished European and world data, the consequences of social isolation on young people in education.