A scholar explains why schools can’t focus only on closing pandemic-related learning gaps.
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Articles on Pandemic and school closures
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The US Department of Education says special education students who missed out on services during the pandemic are likely eligible for additional help to make up for what was lost.
When students shift to learning from home, they lose many of the in-school support structures and resources. While the priority is students’ well-being, schools have developed new teaching strategies.
While the loss of contact learning time can be quantified, it’s more difficult to quantify the effect of school closures on learning outcomes.
We compared the educational progress in years 3 and 4 in 2019 with 2020 – the year normal schooling was disrupted by the pandemic. Overall, students progressed at the same rate in both years.
Issues like a lack of focus and heightened anxiety when learning at home could be due to students lacking the autobiographical memory they need to learn in an alternative context.
Top contributors
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Professor, Faculty of Education and Arts, Australian Catholic University
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Senior Lecturer in Languages and Literacy Education, The University of Melbourne
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Senior Lecturer in Education, University of Newcastle
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Associate Professor in Education, University of Newcastle
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Distinguished Research Specialist, Human Sciences Research Council
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Senior Lecturer, School of Curriculum Teaching & Inclusive Education, Monash University
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Senior Lecturer, University of Newcastle
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Senior Lecturer, School of Curriculum Teaching & Inclusive Education, Monash University
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Lecturer in Curriculum and Pedagogy, Monash University
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Assistant Professor of Education, University of California, Irvine
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Professor of Educational Studies, University of South Carolina
