What Covid-19 taught us about education and recovery
Countries around the world all experienced the Covid-19 pandemic differently. It marked us all in different ways.
These differences were partly due to the varying approaches our governments took to cope with the crisis and, for teachers and pupils, the different strategies developed in response to the educational catastrophe that resulted.
This week marks five years since England entered the final stage of removing lockdown restrictions. And in my new book, Global perspectives on recovery from learning disruption: Educational responses to the Covid-19 pandemic, I explore both the devastating effects the pandemic caused in education globally and the valuable experiences of recovery that followed.
Across the different educational settings and geographical regions that I examine, some commonalities emerge, resulting in five takeaway lessons that help explain how school closures first led to learning disruption and how, in some contexts, this gradually gave way to experiences of educational recovery.
These lessons provide insights that may help inform responses to future educational crises.
1. Pupils from poor backgrounds are most vulnerable in a crisis
Across education systems, pre-existing educational inequalities were exacerbated by Covid. For example, a persistent finding is that pupils from poorer socioeconomic backgrounds globally were the most affected by school closures.
The costs of lost learning were substantial and fell most heavily on disadvantaged pupils, yet evidence consistently indicated that the health risks of reopening schools were low and manageable.
Policymakers should therefore base decisions on guidance from trusted health authorities, while also prioritising pupil learning and wellbeing - and this means recognising the crucial role schools play for children, especially those from low-income families.
2. Remote learning was not as effective as we hoped
In many places, remote learning did not serve pupils as well as expected, especially those from disadvantaged backgrounds. For example, in Brazil, reliable access to online resources was correlated with families’ socioeconomic background.
In South Africa, while remote learning was inaccessible to large segments of the population, it also put immense pressure on teachers who needed to quickly adapt to these new modes of instruction without prior training.
Due to the significant digital divide, poor participation in online learning and uneven implementation across countries, remote learning was largely ineffective during the pandemic and intensified existing inequalities.
The takeaway from this evidence is the irreplaceable role of teachers during times of crises.
3. The importance of properly funding recovery programmes
Additional and unrestricted sources of funding were vital to support alternative learning programmes implemented during the pandemic.
For example, in some districts in the US, investing in targeted, small-group instruction and paraprofessionals like teaching assistants to support teachers emerged as a leading strategy that increased pupils’ academic performance.
Meanwhile, a programme supporting disadvantaged adolescent girls in Cambodia showed that pre-crisis planning, adaptive responses during emergencies and adequate funding are essential for delivering alternative programmes during crises.
Dedicated recovery programmes are also worth the investment. Examples from England, the US, Cambodia and Brazil all show the positive effects of recovery programmes, such as tutoring schemes.
Going forward, the advice to schools and government is to have clear action plans, with assigned funding and responsibility roles, that can be implemented when needed.
4. It’s worth exploring new approaches to learning
One positive of the pandemic was that, in some contexts, it allowed new forms of learning to take place.
For example, research from Wales shows that children and their families engaged in learning that was extracurricular and community-oriented. Through this, they gained experiences and knowledge that were beneficial and character-building, despite the uncertainty, disruption and challenges imposed by the pandemic.
Another example comes from teachers in Greater Manchester, who showed their willingness to cooperate with other schools during lockdowns, highlighting the value of flexibility and collaboration during difficult periods.
The evidence shows that teacher cooperation correlates with improvements in wellbeing, motivation and ability to adapt during challenging times.
5. We need research data to make evidence-based decisions
Research data is essential to support policymakers in forming evidence-based decisions about education, and there is now a solid evidence base on the long-lasting impacts of school disruptions.
The dissemination of research is also important for fighting against the spread of scientific misinformation, which has proliferated since the pandemic.
It’s crucial that we all continue to learn, collaborate and share knowledge. By basing decisions on evidence, we can build resilient education systems able to deal with present and future crises.
Dr Marta Cristina Azaola is an associate professor in education at Southampton Education School, and the author of Global perspectives on recovery from learning disruption: Educational responses to the Covid-19 pandemic
