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The purpose of this study was to discover if food insecurity worsened in North American children during the COVID-19 pandemic. The study explored the prevalence of social food programs during remote learning periods when the pandemic halted in-person learning. Through progressive theoretical sampling, I investigated American and Canadian newspaper articles and documents produced by a board of education or government agencies that discuss the prevalence of food insecurity during the pandemic. COVID-19 pandemic increased students' vulnerability to Food insecurity in Canada at a higher rate than in the U.S. Also, the design of food programs was forced to change during the pandemic to meet COVID-19 guidelines. To add, during the COVID-19 pandemic, there was an increased rate of government assistance to receive food. Government agencies might consider implementing additional mandatory training for educators on how to address issues regarding food insecurity with their students effectively. By obtaining this education, educators can develop strategies on how to apply a culturally responsive pedagogy in their teaching practices that empower students emotionally. It is suggested a culturally responsive teaching strategy that can support this pedagogical approach by actively building relationships with students and inquiring about any support they may need on a consistent basis.