Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19
Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19
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DOI：
10.1080/00131911.2021.1966389
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发表时间：
2021-09-19
影响因子：
3.3
通讯作者：
Moss, Gemma
中科院分区：
文献类型：
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作者：
Harmey, Sinead;Moss, Gemma
在2019冠状病毒病大流行期间，学校关闭和儿童学习持续中断的直接和长期影响令许多人深感忧虑。为了预测和减轻学校关闭的影响，研究人员和政策制定者转向了学习损失文献，这些研究估计了暑假对学业成绩的影响。然而，由于COVID-19导致的学校关闭是在非常不同的条件下发生的，这使得这种文献的效用值得商榷。相反，这项研究是基于对学习中断研究的快速证据评估，学习中断是指在前所未有的事件（如SARs或与天气有关的事件）之后，学校延长和计划外的关闭期。我们认为，这些文献为在类似条件下帮助儿童恢复学习提供了更清晰的证据，从这个意义上说，与COVID-19后的学校更直接相关。主要建议的叙述综合提出。主要结论如下：（一）学校领导对当地的了解对引导学生返校至关重要；（二）课程必须符合儿童的需要；（三）学校在支持学生的心理健康方面至关重要。鉴于新出现的证据表明，在持续的全球大流行病及其继续造成的教育中断的背景下，学校面临的挑战，讨论了这些调查结果的适用性和实用性。
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.