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Publication Detail
Learning from learning disruptions: Using evidence from past and present to inform the future
  • Publication Type:
    Conference presentation
  • Publication Sub Type:
  • Authors:
    Harmey S
  • Date:
  • Name of Conference:
    British Education Research Association
  • Conference place:
  • Conference start date:
  • Conference finish date:
Throughout the pandemic, the effect of school closures on children has been a source of ongoing concern. Researchers and policy-makers have drawn on learning loss literature (e.g. school holidays) to estimate learning loss and inform ‘recovery’ efforts. We argue that learning disruption literature, focusing on unplanned periods of school closure (e.g. SARS pandemic) is more informative. In this paper, we report on findings of rapid evidence review of (a) reviews of learning loss and (b) learning loss literature. We focused on the key issues and recommendations that follow for schools as they reopened. Findings included: 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. We conclude by comparing this to emerging research in the field.
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