Introduction. Social confinement in Guerrero was one strategy to reduce the transmission of SARS-CoV-2 during the COVID-19 pandemic. Teachers adapted their school activities to reduce the negative impact of class suspension on the educational development of schoolchildren. Objective. To measure Na Savi indigenous teachers' perceptions of current schoolers achievement and associated factors during the COVID-19 pandemic. Material and methods: This is a case series study with preschool and primary education teachers. A questionnaire collected sociodemographic information from teachers, their history of COVID-19, school activities, and their perception of current school achievement. We identified factors associated with the perception of high schoolers achievement through bivariate and multivariate quantitative analysis. Results. Five hundred seven teachers participated; 33% (160/507) taught classes at the preschool and 66% (326/507) in primary education levels. 12% (63/507) of the teachers perceived the high current schoolers achievement. The factors associated with the perception of high current schooler achievement were complete homework delivery from schoolers and high schoolers attendance during the pandemic period. Two factors had a negative association with high schooler achievement: when the teacher had fallen ill with COVID-19 and a report of high schoolers dropouts during the pandemic. Conclusions. Continuity of school activities made it possible to maintain the students' academic achievement. School dropouts and COVID-19 among teachers had negative impacts on school achievement of the schoolers.