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Academic and social and emotional interventions in response to COVID-19 school closures

Author

Listed:
  • Laura Outhwaite

    (UCL Centre for Education Policy and Equalising Opportunities, University College London)

  • Anthea Gulliford

    (University of Nottingham)

Abstract
Since 23rd March 2020, UK schools have been closed for most children, due to the COVID-19 pandemic. Schools are unlikely to re-open to the majority of pupils before September, meaning some will be out of school for more than six months. As school relationships serve as a buffer against psycho-social risks and against the risk of low academic attainment, particularly for children of low-income families (Masten and Barnes, 2018), the vulnerabilities of many children may have significantly increased as a consequence of the school closures. Research suggests that long absences from school are likely to have a negative effect on academic achievement and increase achievement gaps (see Sims, 2020). Inequalities in resources and time available to families to spend on home schooling is likely to exacerbate existing achievement gaps (see Dickson & Macmillan, 2020; Outhwaite, 2020). There may also be significant challenges to mental health and wellbeing in schools after lockdown (Lee, 2020). Children and young people have been away from the community and structure that school provides. Some may carry personal losses, and some may have experienced significant stressors in the family. Mental health and wellbeing are fundamental to learning and development (Panayiotou et al., 2019), and therefore must be prioritised in the post-lockdown transition and beyond. This briefing note summarises the empirical evidence on approaches to closing achievement gaps and supporting the most vulnerable children in academic, and social and emotional learning as schools can safely re-open.

Suggested Citation

  • Laura Outhwaite & Anthea Gulliford, 2020. "Academic and social and emotional interventions in response to COVID-19 school closures," CEPEO Briefing Note Series 5, UCL Centre for Education Policy and Equalising Opportunities, revised Jun 2020.
    • Handle: RePEc:ucl:cepeob:5
    as

    Download full text from publisher

    File URL: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn5.pdf
    File Function: First version, 2020
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    References listed on IDEAS

    as
    1. Sam Sims, 2020. "School Absences and Pupil Achievement," CEPEO Briefing Note Series 1, UCL Centre for Education Policy and Equalising Opportunities, revised Apr 2020.
    2. Laura Outhwaite, 2020. "Inequalities in resources in the home learning environment," CEPEO Briefing Note Series 2, UCL Centre for Education Policy and Equalising Opportunities, revised Apr 2020.
    3. Orla Doyle & Colm Harmon & James J. Heckman & Richard E. Tremblay, 2007. "Early Childhood Intervention. Rationale, Timing and Efficacy," Working Papers 200705, Geary Institute, University College Dublin.
    4. Jens Dietrichson & Trine Filges & Rasmus H. Klokker & Bjørn C. A. Viinholt & Martin Bøg & Ulla H. Jensen, 2020. "Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(2), June.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Academic Interventions; Social and Emotional Interventions; Achievement Gaps; COVID-19.;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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