Recognizing the limitations of how "learning loss" is conceptualized and measured, this study is attempted to draw lessons by exploring the bright side of school closure and distance learning during COVID-19. The main research question is "What, in reality, valuable experiences are students gained during school closure and distance learning due to COVID-19?". The study used the results of the debate launched by the New York Times in September 2021. The discussion was about the impact of school closure and distance learning on the various aspects of learning. More than 400 students participated in the discussion. This study focuses on some of the students' responses (37 students) regarding their experiences and the positive side of distance learning (i.e., Learning gains) during school closure. The OECD's framework for social and emotional skills is adopted to identify and categorize the students' responses. The study finds that 18 students (49%) mentioned that they have valuable experience (i.e., learning gains) related to the "people-mindedness "task performance" domains of the OECD's framework for social and emotional skills. At the skills level, the soft skills of "curiosity", "sociability" cited by 13 students (35%). Next "self-efficiency" 10 students (27%) and then "empathy" 9 students (24%). The experiences and lessons learned can be categorized as knowledge, skills, values, and attitudes. That is, which represents the main components of any educating and learning system and competencies. The study concluded that success in education builds not just cognitive but character fortitude. It is important to recognize the introduction of social and emotional skills, students' well-being, and social relations in the school environment. The interconnected development of cognitive, social, and emotional skills starts during early infancy and continues throughout one's lifespan. Social and emotional skills are widely incorporated into corporate and organizational values. [For the full proceedings, see ED652228.]