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COVID lockdown-related school disruptions will continue to worsen students’ exam results into the 2030s: study

COVID lockdown-related school disruptions will continue to worsen students’ exam results into the 2030s: study
Education1 min read
As the world grapples with the aftermath of the COVID-19 pandemic, a recent study has illuminated the educational harm suffered by young students affected by lockdowns. These effects, expected to resonate well into the 2030s, have left a lasting impact on pupils, warned the research.

Beyond academics, schooling significantly influences students' critical thinking, problem-solving, and emotional development. Thus, any disruption to the education process, particularly at a young age, can severely impede students' overall growth.

The study explored the consequences of pandemic-induced school closures on children's socio-emotional and cognitive abilities at ages 5, 11, and 14. Researchers projected that by 2030, fewer than 40% of pupils would achieve a passing grade (grade 5 out of 9) or higher in their English and mathematics GCSEs, compared to 45.3% in 2022-23. For reference, the GCSEs in the UK are akin to the Indian 10th and 12th board examinations.

However, researchers especially highlighted the lockdowns' impact on crucial areas like socio-emotional support and well-being, underscoring their significance alongside cognitive skills for GCSE results. For example, 20% of top performers in cognitive tests at age 14, with average socio-emotional skills, fail to attain five good GCSEs.

Additionally, there's a noticeable gender disparity in skill importance, with good cognitive skills playing a larger role for boys and socio-emotional skills being paramount for girls in determining GCSE outcomes. This nuanced insight underscores the complexity of educational achievement.

The research not only diagnoses the problem but also suggests pragmatic solutions. Proposals include establishing a national programme of trained undergraduate student tutors to help students enhance their foundational skills and reimagining the school calendar to support teacher well-being and families during breaks.

Emily Tanner, an education expert, emphasised the importance of students developing socio-emotional skills alongside academic learning, noting that the report's insights on timing and gender offer a useful basis for targeting effective interventions.

The findings of this research can be accessed here.

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