Uneven impacts of COVID‐19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: A quasi‐experimental analysis of administrative data

Abstract

This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID‐19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID‐19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi‐experimental design, using difference‐in‐differences (DiD) estimation extended to incorporate third‐order differences over time between low‐SES and other students, and pre‐ versus during‐COVID‐19, leveraging robust administrative data extracted from the registers of the Tasmanian Department of Education. Using data from multiple cohorts of secondary school students in government schools in Tasmania (N = 14,135), we find that while the attendance rates were similar pre‐ and during‐COVID‐19 for high‐SES students, there was a significant drop in attendance rates during COVID‐19 among socioeconomically disadvantaged students, demonstrating the more pronounced impacts of COVID‐19 for these students. The findings demonstrate that even “relatively short” lockdowns, as those in Tasmania in 2020 (30–40 days of home learning), can significantly affect the learning experiences of students from socioeconomically disadvantaged backgrounds. We discuss the implications of this for future pandemic planning in educational policy and practice and how this needs to be addressed in Australia's COVID‐19 recovery.

Children and youth in the age of COVID‐19

“…We received 11 papers in the following areas: Rapid and systematic reviews setting the scene for the implications of COVID‐19 for children and young people with a focus on Australian evidence but not exclusively (Coles et al, 2022). Empirical analyses of the impacts of COVID‐19 on children and youth (Allen et al, 2023; Dinku & Yap, 2022; Mundy et al, 2022; Prattley et al, 2022; Price et al, 2022; Tomaszewski et al, 2022; Townsend et al, 2022). Public policies and services : Evaluation and examination of how policies or service changes have enhanced or undermined children and youth's well‐being or education during the pandemic (Bessell & Vuckovic, 2022; Mardinli et al, 2022; Plage et al, 2022).…”

The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation

“…Due to resourcing constraints, we did not conduct blinded, independent article screening, data extraction, and study quality assessment with two researchers. No studies were conducted within the COVID-19 pandemic during which multiple challenges in maintaining school connectedness during virtual learning [74] and in the return to onsite learning [75] have been described. These experiences have powerfully enhanced community awareness of the importance of schools, not just as places of learning, but as social communities through which health and wellbeing emerge.…”

Connection, connectivity and choice: Learning during COVID‐19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

“…The study draws on data collected for the Learning through COVID‐19 project (McDaid et al, 2020 ; McDaid, Cleary et al, 2021a ; McDaid, Povey et al, 2021b ; see also this Special Issue Tomaszewski et al, 2022 ). This large project explored the multiple impacts of COVID‐19 on student learning utilising (i) rapid reviews of the existing scholarly literature; (ii) empirical work drawing on diverse data sources, e.g.…”

“…agency, Flexible Learning Programmes, learning during COVID-19, secondary school, social disadvantage Brown et al, 2020;Clinton, 2020;Drane et al, 2020;Joseph & Fahey, 2020;Lamb et al, 2020;Masters et al, 2020;McDaid et al, 2020;Sonnemann & Goss, 2020;Tomaszewski et al, 2022). Schools are an important source of pastoral care and connectedness in students' lives, especially for students experiencing disadvantage (Seymour et al, 2020).…”

“…COVID‐19 in Australia as elsewhere resulted in a system‐wide disruption of school‐based education through school closures, resulting in online supported learning from home for many students. Although system wide, the impacts of this disruption are likely to be unevenly felt, and it is well‐documented that disadvantaged students are particularly at risk of ramifications (see Brown et al, 2020; Clinton, 2020; Drane et al, 2020; Joseph & Fahey, 2020; Lamb et al, 2020; Masters et al, 2020; McDaid et al, 2020; Sonnemann & Goss, 2020; Tomaszewski et al, 2022). Schools are an important source of pastoral care and connectedness in students' lives, especially for students experiencing disadvantage (Seymour et al, 2020).…”