Products – The Centre for Independent Studies

Beating lockdown blues: Students pass the Covid test

Glenn Fahey
25 October 2021 | RR42
Beating lockdown blues: Students pass the Covid test

Students have suffered educational disruption in combatting the spread of covid-19.

Education policy and practice during the pandemic has faced uncertainty, with some a priori assumptions proven true, while others not.

The research tests the following a priori assumptions of home-based learning against the evidence that is now available:

  • Disadvantaged students will suffer educationally from a digital divide.
  • Students will suffer from a significant learning loss.
  • Disadvantaged students will be disproportionately impacted in learning outcomes.
  • The mental health impact on students will negatively affect their educational outcomes.
  • Significant additional resourcing is required to address learning losses, especially those of disadvantaged students.

The research finds that:

  • There’s little evidence that disadvantaged students were disproportionately impacted accessing home-based learning supports.
  • There’s mixed evidence of the scale and scope of learning loss.
  • There’s no clear relationship between students’ demographics and their reported achievement during home-based learning.
  • No significant relationship between students’ reported achievement and their mental and social health, but that their coping levels matter.
  • Rather than significant additional resourcing, better investment of existing funding to improve teaching practice would be most effective.

Policymakers and educators must make evidence-based decisions in advancing education policy and practice coming out of the pandemic.

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