The Impact on Learning and Well-Being during the Lockdown - ImpactEd publish longitudinal study findings
ImpactEd have published today the results of their seven month national research project - the largest ever of its kind in the UK - looking at the impact of the pandemic on pupils’ well-being and learning.
"Lockdown Lessons" is based on the work undertaken by teachers and leaders in ImpactEd partner schools to support their pupils throughout 2020. The report catalogues the impact of lockdowns, remote learning and school re-openings on pupil learning and well-being, and features responses from over 62,000 pupils aged 6 to 18 years over a seven-month period from May to November 2020.
Some of the key findings from the report include:
1. Challenges with remote learning were felt much more strongly by pupils from disadvantaged backgrounds, incorporating a range of issues beyond access to devices. For example, only 45% of Pupil Premium pupils agreed that they understood their school work whilst learning remotely, compared to 57% of non-disadvantaged pupils.
2. Overall, pupil well-being was more stable than might have been expected, particularly during the first period of remote teaching. However, there was a significant gender divide. Girls were more anxious about returning to school than boys, and reported higher anxiety throughout the period by an average of more than 10%.
3. Exam year groups (particularly Years 10 and 11) faced the most significant challenges in terms of learning motivation, both before and after the summer break. One in four pupils at Key Stage 4 said they could not get help from their family if they had questions about their work.
A non-profit organisation, ImpactEd supports schools and education organisations to evaluate their impact, learn from it, and prioritise what is working best to improve outcomes for young people.