『COVID-19 - Learning loss in children』のカバーアート

COVID-19 - Learning loss in children

COVID-19 - Learning loss in children

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 In episode 3 of the Generation Pandemic podcast we focus on the learning loss suffered by children as a result of the pandemic. Joining host, Catherine McDonald, are Adam Salisbury, Research Economist from the Institute for Fiscal Studies, Dr Jennifer Symonds, Asosciate Professor of Education at University College Dublin's School of Education, and Alice Brighty-Glover, Head of Humanities at Hall Mead School in Essex. The panel discuss how children's learning loss evolved during the pandemic, raise concerns about the negativity around phrases such as 'learning loss' and look to the future employment prospects of Generation Pandemic.  Transcript Catherine McDonald  0:04  Hello, and welcome to Generation Pandemic, a podcast from the Interdisciplinary Child Wellbeing Network, looking at the impact of the COVID-19 crisis on children in the UK and Ireland. I'm Catherine McDonald today we're focusing on the loss of learning experienced by children as a result of the pandemic. Joining me are Adam Salisbury research economist from the Institute for Fiscal Studies. Dr. Jennifer Symond's Associate Professor of Education at University College Dublin School of Education, and Alice Brighty-Glover, Head of Humanities at Hall Mead school in Essex. I began by asking Adam how the learning experiences of school children in England evolved during the pandemic. Adam Salisbury  0:48  So my colleagues and I at the IFS are interested in this question. And to answer it, we fielded two surveys of parents of English schoolchildren at two critical points in the pandemic. So the first was in March and April 2020. So during the first lockdown, and the first round of national school closures, and the second was in February and March 2021, and that was during the second round of national school closures. And we asked parents about the educational experiences of their kids, so how long they spent on various educational activities, and what resources they had available to them. And when we compared the answers two broad messages came out. The first is that learning experiences appear to have gotten better between the first period of closures and the second. So to give an example, primary school kids back in April and May 2020, spent around 22 hours per week on learning activities. By early 2021 that had increased to 26 hours per week. And we also found that they spend more of this time on interactive activities, such as online classes, which we probably think of as more valuable than more passive, based learning. So that's kind of the positive message, the more concerning one is that even though things improved, they were still significantly below pre-pandemic benchmarks. We know from time use surveys before COVID, that primary school kids tend to spend around 35 hours per week on learning activities. Clearly, this is quite a lot higher than both the 22 hours and 26 hours per week, we recorded in our surveys. So obviously, this raises concerns about substantial and protracted learning loss throughout the pandemic. Catherine McDonald  2:19  And then of course, learning loss has continued, hasn't it? So even when the children went back to school, there were periods of isolation, first if they came into contact with somebody who'd had COVID. And then obviously, if they got COVID themselves. So through that sort of detection and isolation process, learning loss continued, didn't it? Adam Salisbury  2:37  Yeah, I think that's right. So we didn't collect any data after March 2021. But we could ask the parents about the autumn term of 2020. And this was a period when schools were open to all children. But learning was frequently disrupted because children caught COVID, or their classmates caught COVID. So they had to sort of frequently self-isolate at home. And I suppose this model of instruction, this that characterised most of 2021, as well. So we can think that the lessons that we learned in autumn 2020, are probably applicable, at least somewhat to 2021, as well. And what we found was that children lost out on average, eight days of face-to-face instruction. And when they were forced to self-isolate, they had less access to things like online classes than periods of national closure as well. So again, these periods were probably very disruptive for children. Catherine McDonald  3:23  So Jennifer, what would you say about the significance of the learning loss that's been experienced by children across the pandemic? Jennifer Symonds  3:30  Well, I would say that it's too early to tell whether the learning loss will be sustained into later ages for the individuals who experienced a learning loss during the pandemic, because we haven't had the opportunity to follow up these cohorts over a longer period of time. But the concern I think, amongst the research community of learning losses is that if there is a difference in the standardised test scores. In particular the school leaving qualifications that can be observed for cohorts ...
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