Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis

Abstract

It is widely discussed that the pandemic has impacted educational inequalities across the world. However, in contrast to data on health or unemployment, data on education outcomes are not timely. Hence, we have extremely limited knowledge about pandemic-related learning losses at the national and cross-national levels. As it might take years to get suitable comparative data, this study uses the latest large-scale international achievement survey from before the pandemic, the Trends in International Mathematics and Science Study 2019, to answer two research questions. First, which European countries are most likely to have experienced higher learning loss among their children? Second, which European countries have most likely experienced the greatest increases in learning inequalities? Results based on 4th graders’ school achievements indicate that educational inequalities between and within countries are likely to have augmented substantially throughout Europe. Some European countries are probably already facing an education crisis.

The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis

“…For instance, several studies (see, for example, Engzell et al, 2021 ; Hevia et al, 2022 ) showed that Covid-19 had a detrimental effect especially on the achievement of students from less advantaged backgrounds. During school closures, these students are less likely to have had access to a computer, an internet connection, and a space conducive to learning ( Blaskó et al, 2022 ; Di Pietro et al, 2020 ). Moreover, as argued by Ariyo et al (2022) , one would expect children of less educated parents to have received less parental support while learning at home than children of more educated parents.…”

Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits

“…The shift to remote learning during the COVID-19 pandemic has brought about several new challenges that have affected students, teachers, and parents. These challenges may include but not limited to: access to Internet and technologies for remote learning (Lockee, 2021 ; Mbhiza, 2021 ), difficulties in learning engagement (Salas-Pilco, 2022 , Tamah et al, 2020 ), inequities in education (Blaskó, 2022 ; Walters, 2020 ), increased academic anxiety (Hong, 2021 ; Kamran & Naeim, 2021 ; Rashid, 2022 ), mental health (Maqsood, 2021 ; Zhai & Du, 2020 ), and so forth.…”

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

“…Consequently, more than 90% of the children worldwide were affected by temporary school closures during the pandemic (UNESCO, 2022). Although it is still unclear how the suspension of face-to-face teaching in schools impacted children's academic skills and achievement in detail, research raises serious concerns about its social, economic, and public health consequences for society (Kuhfeld et al, 2020;Lee, 2020;Engzell et al, 2021;Psacharopoulos et al, 2021;Raw et al, 2021;Waite et al, 2021;Blaskó et al, 2022;Ravens-Sieberer et al, 2022).…”