The purpose of this research article is to investigate the socioemotional changes experienced by students from two public educational institutions in Montería and Bogotá during the period of lockdown due to the Covid-19 pandemic between 2020 and 2021. The study seeks to understand how these changes reflect childhood subjectivity in terms of their ways of being and feeling. The research adopts a qualitative exploratory and interpretative approach; the participant population consists of boys and girls aged 7 to 12 in elementary and secondary levels. To collect information and data, a methodological design was implemented in three stages: 1) participant observation in the natural classroom environment during the return to in-person classes; 2) semi-structured interviews with directed questions to understand their moods and emotions; and 3) creation of drawings and cartograms to visualize places of interaction and special shared situations. The results revealed that children from both cities experienced changes, including a lack of interaction in school and the social effects of biosecurity measures, which had repercussions on the return to inperson classes, posing a challenge for teachers, students, and parents.