COVID-19 Worsens Children‘s Education Inequality
A wide-ranging education survey conducted by the University of Sussex showed that during the COVID period, more than a quarter of primary students and a sixth of secondary students spent no more than one hour studying each day.
The shortage of home education for primary students is especially common among parents who have low incomes or who have not received a university education themselves. This has raised concerns that the COVID--19 has worsened education inequality.
This survey recorded the thoughts of thousands of parents and teachers, found worrying differences in the time spent studying at home among different students. In particular, the study found that 36% of primary students who are eligible for free school meals spend an hour or less studying at home every day, compared to only 25% of unqualified primary students. This difference is particularly pronounced in secondary schools; 25% of students who are eligible for free school meals spend an hour or less studying at home each day, compared to 13.5% of students who are not eligible.
Dr. Matthew Easterbrook, a senior lecturer in psychology at the University of Sussex and the lead researcher of the project, said:
“There is no doubt that our analysis shows that children spend much less time studying at home as compared to in school. What is particularly worrying is that the time children spend studying at home is significantly different. The turmoil of the epidemic has caused serious consequences for forcing schools to suspend classes and may have long-term negative effects. Some students have lower grades and fewer opportunities for further studies in the future. However, for different students, the consequences may be different, depending on their family environment and the support they receive from the school and their parents.”
The follow-up survey results will be compiled in the next few weeks. The areas involved include the views of parents and tutors, the abilities of parents, and the different regulations and expectations of children in different regions for home-based learning.
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