We use microsimulation combined with a model of the COVID-19 impacts on individuals and households to obtain projections of households in destitution in the United Kingdom. The projections are estimated at two levels: aggregate quarterly for the UK, for all quarters of 2020; and annual for 2020 differentiated by region, sector and household demographics. At the aggregate level, destitution is projected to be about three times higher than the non-COVID counterfactual level in 2020Q2, as well as substantially higher than the non-COVID case for the remainder of the year. This increased destitution is initially largely due to the effect on the self-employed, and as the Furlough scheme is drawn down, also on the unemployed. Impacts upon different regions and sectors vary widely, and so do variations across different household types. The sectors particularly affected are construction and manufacturing, while London and its closely connected regions (South East and the Midlands) are most severely affected. Single adult households suffer the most, and the adverse effects increase with number of children in the household. That the effects upon youth remain high is a particularly worrying sign, and very high increases in destitution are also projected for 25–54 year olds and the elderly (75 years and older). Further, severe adverse effects are projected for sections of society and the economy where multiple impacts are coincident. Robust and sustained mitigation measures are therefore required.
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Background: The Covid-19 pandemic and school disruptions have been challenging for teachers and other staff members working in schools. Since March 2020, the way education was provided had to change and schools saw an increase in their workload and scope of their responsibilities which have impacted staff members physically, mentally and professionally. Aim: To report how the pandemic and school disruptions impacted teachers and other members of the senior leadership team working in primary schools across England. Sample and Method: Twenty-three staff members from 21 primary schools participating in the ICICLES project were interviewed with a semi-structured online interview that lasted between 40 to 60 minutes. All interviews were transcribed, and their content analysed using thematic analysis.Results: The pandemic and school disruptions have been challenging times for everyone working at a school with some differences in how it impacted them across the different lockdowns and periods of disruptions. Mental and physical health problems have increased with most schools providing support for staff members. This experience has made staff members feel undervalued and underappreciated and has led some staff members to leave the profession. Conclusions: While restrictions have been lifted since the summer of 2021, schools are still seeing an impact of the pandemic and school disruptions. Findings from these interviews highlight the need to include teachers and senior members of the leadership team in any discussions regarding recovery plans as they were also significantly impacted by the pandemic and school disruptions.
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