<p>This article maps the impact of the COVID-19 pandemic, particularly the lockdown of schools and the substitution of face-to-face teaching and learning with an online mode of education. It offers insights into what urban poor children experienced during the pandemic. Using primary data collected from selected slum colonies of Chandigarh city in India, the authors sought to understand the challenges and experiences of these children. They found that the major challenges associated with online learning were a lack of availability of devices and equipment for online education, an inadequate learning environment at home, poor internet connectivity, technological illiteracy, and lack of parental support. They also found that the weak socioeconomic background conditions, lack of support at home and inaccessibility of teachers during school closure resulted in acute learning losses. Their findings further revealed that during school closure, urban poor children experienced varied mental and physical problems such as sadness, restlessness, irritability, anxiety, aggression and various other health issues. A large number of parents reported an increase in excitation and violent behaviour in their children. Girls reported encountering domestic violence and forced domestic labour whereas many boys passed the time watching videos, TV programmes, etc. This study suggests the need for a new approach to the challenges caused by school closures for learners in marginalised communities. School administrators and policymakers must consider ways not only to mitigate learning losses but also to address resultant mental and physical problems. If left unaddressed, these problems are likely to exacerbate the already vast and systemic disparities in educational opportunities.</p>