The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review

Abstract

The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland. The Institute was founded in 1960 by a group of senior civil servants led by Dr T. K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland. Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research. The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices. The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicate research findings at regular conferences and seminars. The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland

“…Our findings highlight that the move to remote schooling appears to have further compounded existing inequalities with regards to material, social and cultural resources. Access to appropriate devices, space and other material resources emerged as an issue for many students, and was well-documented as being particularly problematic in DEIS schools (Darmody, Smyth, and Russell 2020;Devitt et al 2020). This paper however, also highlighted that teachers considered these material factors as less impactful than barriers more generally associated with social and cultural resources (interest and home support).…”

“…The challenges presented by the COVID-19 school closures have been the topic of educational research both in Ireland and internationally (Darmody, Smyth, and Russell 2020;Eyles, Gibbons, and Montebruno Bondi 2020). With the sudden change in education from in-school to remote learning, early research findings showed clear challenges for continuity of learning and school engagement for students in general, but especially for students who experienced educational disadvantage (Devitt et al 2020;Green 2020).…”

“…Certain vulnerable groups were identified as being more at risk of the negative impacts of school closures, which 'amplified and reinforced the digital, social, emotional, cultural and economic inequalities' (European Centre for the Development of Vocational Training 2020). Initially, much of the debate focussed on the 'digital divide': low student engagement due to a lack of access to devices and broadband for some students (Devitt et al 2020;Darmody, Smyth, and Russell 2020;GUI 2021). There has been less focus on the extent to which the well-established inequalities of social and cultural resources, and the resulting disparity of opportunities (Mountford-Zimdars and Sabbagh 2013;Walker 2015), have been exacerbated by the school closures.…”

COVID-19 and non-Irish nationals in Ireland

“…Overall restrictions generally increased between mid-March and mid-April, to the point where only workplaces classified as essential such as supermarkets were allowed to open in around half of 26 EU countries 3 (Darmody et al, 2020). The Irish government initially recommended for employees to work from home where possible, before moving to close all workplaces bar those deemed essential in April and May, due to the increase of cases.…”

The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: reconstructing values of migrant children in Poland

“…The COVID-19 pandemic has had substantial repercussions in almost every sphere of human life, including its 'social, cultural, political, educational, psychological, and interpersonal' aspects (Markowska-Manista and Zakrzewska-Olędzka 2020: 93). Many scholars, scientists, and analysts have been conducting studies of the pandemic's influence on various fields, including migration (Sirkeci and Yucesahin 2020), education (Ministertwo Edukacji Narodowej 2020; OECD 2020; UNESCO 2020), and families (Darmody 2020;WHO 2020). Studies with young people and children reveal the impact on the learning/teaching process, children's well-being, and how families function during times of chaos and disorganization caused by restrictions and limitations (Markowska-Manista and Zakrzewska-Olędzka 2020).…”