Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap.

  title={Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap.},
  author={S{\'e}bastien Goudeau and Camille Sanrey and Arnaud Stanczak and Antony S. R. Manstead and C{\'e}line Darnon},
  journal={Nature human behaviour},
The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we… 

Analysis of the home-based online teaching and learning policy during the COVID-19 second wave in Brunei: a joint parent/teacher perception

The COVID-19 pandemic has disrupted the traditional face-to-face forms of educational instruction and has led to increased involvement in online learning. Consequently, online learning has gained

From Digital Natives to Zoom Graduates? Student Experiences with Distance Learning during Lockdown in Portugal

Public health measures adopted due to the COVID-19 pandemic made emergency remote learning the designated higher education delivery model under lockdowns, causing several transformations in the

Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time?

The COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children

A Two-Sided Lockdown? Social Class Variations in the Implementation of Homeschooling During the COVID-19 Lockdown

The COVID-19 pandemic deeply affected how schools and families functioned through most of 2020, and the higher the social position of the families, the more children spent time doing activities considered to be “educationally profitable,” and the less they spent timedoing “unprofitable activities.

Chronicling teacher’s experiences in the teaching of economics in the Covid-19 era

  • E. AduSindiswa S. Zondo
  • Education
    International Journal of Research in Business and Social Science (2147- 4478)
  • 2022
Worldwide the emergence of Covid-19 brought about shock and many challenges in the education system. During the lockdown, schools were closed and that reduced contact time. Hence, almost 75 percent

Did the COVID-19 Pandemic Lockdown Harm Pre-Schoolers Learning in Portugal? Yes, but with Variations Depending on Socio-economic Status

The literature has shown that the COVID-19 pandemic has indelibly affected student performance. However, this deterioration is not the same for all students, with students of a lower socio-economic

Covid, distance education and families. The Italian case within the international survey on family support to learning processes

The COVID pandemic had countless repercussions on the family system, starting with the need to support young people in distance education training. Family and school realities have had to find new

Mixed‐Methods Inquiry of Socially Inclusive e‐Learning: A Policy Document Analysis and Rapid Survey Study

The Covid‐19 pandemic has catalyzed irreversible structural changes in education systems worldwide. One key development is the broad utility of remote digital e‐learning modalities for learning and

Embedding Authentic and Effective Awareness About Mental Health in Pre-Service Teacher Training

  • F. Fovet
  • Education
    Global Perspectives on Teacher Performance Improvement
  • 2022
The chapter examines the urgent need for pre-service teacher training programs to integrate content on mental health. In the current neo-liberal context, there is increasing pressure on universities



Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic

In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an

Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling

Website: https://www.southampton.ac.uk/publicpolicy/covid19/learning-inequalities-covid-19.page The transition from face-to-face to distance (home and online) schooling is likely to generate

Learning loss due to school closures during the COVID-19 pandemic

The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.

Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence

Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on

Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel.

The outbreak of the Corona virus has led to unprecedented measures in education. From March 16, all schools in the Netherlands are closed, and children must keep up with their schoolwork from home.

“I Need Help!” Social Class and Children’s Help-Seeking in Elementary School

What role do children play in education and stratification? Are they merely passive recipients of unequal opportunities that schools and parents create for them? Or do they actively shape their own

On the fly: Adapting quickly to emergency remote instruction in a family literacy programme

How teachers created online learning opportunities for parents and children to learn together, the strategies and resources instructors used to teach remotely, how challenges such as discomfort with technology were addressed, and what has been learned from the experience are discussed.

Inequalities in Children's Experiences of Home Learning during the COVID‐19 Lockdown in England*

Abstract This paper combines novel data on the time use, home‐learning practices and economic circumstances of families with children during the COVID‐19 lockdown with pre‐lockdown data from the UK

Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education

Many studies have shown that academic achievement is highly correlated with social class. Few, however, have attempted to explain exactly how the school helps to reinforce the class structure of the