Learning Disruption or Learning Loss: Using Evidence from Unplanned Closures to Inform Returning to School after COVID-19

Autor/inn/en	Harmey, Sinéad; Moss, Gemma
Titel	Learning Disruption or Learning Loss: Using Evidence from Unplanned Closures to Inform Returning to School after COVID-19
Quelle	In: Educational Review, 75 (2023) 4, S.637-656 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harmey, Sinéad) ORCID (Moss, Gemma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1966389
Schlagwörter	COVID-19; Pandemics; Achievement Gains; School Closing; Leadership Responsibility; Student Needs; Relevance (Education); School Role; Mental Health; Natural Disasters; Knowledge Level; Principals; Experiential Learning; Curriculum + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; School closings; Schule; Schließung; Schließung (von Schulen); Relevance; Relevanz; Psychohygiene; Natural disaster; Naturkatastrophe; Wissensbasis; Principal; Schulleiter; Experiental learning; Erfahrungsorientiertes Lernen; Curricula; Lehrplan; Rahmenplan
Abstract	Throughout the COVID-19 pandemic, the immediate and longer-term effects of school closures and ongoing interruptions on children's learning have been a source of considerable apprehension to many. In an attempt to anticipate and mitigate the effect of school closures, researchers and policymakers have turned to the learning loss literature, research that estimates the effect of summer holidays on academic achievement. However, school closures due to COVID-19 have taken place under very different conditions, making the utility of such a literature debatable. Instead, this study is based on a rapid evidence assessment of research on learning disruption -- extended and unplanned periods of school closure following unprecedented events, such as SARs or weather-related events. We argue that this literature provides clearer evidence on what helps children return to learning under similar conditions, and in this sense has more direct relevance for schools after COVID-19. A narrative synthesis of key recommendations is presented. Key findings are as follows: (i) that school leaders' local knowledge is pivotal in leading a return to school, (ii) the curriculum needs to be responsive to children's needs and (iii) that schools are essential in supporting the mental health of students. A discussion of the applicability and utility of these findings is provided in light of emerging evidence of challenges faced by schools in the context of an ongoing global pandemic and the disruption to education it continues to create. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01