British students caught up with learning in the fall of 2020, but only seeing some progress lost during the second school blockade was discovered by a government commissioned study.
To curb the spread of the CCP (Chinese Communist Party) virus, UK schools were ordered to close between March and August 2020, and between January and March 2021. The group was in school for a while during the first lockdown.
Interim report on school reconstruction strategy (pdf) Researchers announced on Tuesday found that differences in student progress in primary school in the fall of 2020 are the most common challenges, with the exception of CCP virus restrictions and staff and student absenteeism, with junior high school students mentally and A problem that I found suffering from mental health.
The gaps in student social, emotional, and academic progress are also widening throughout the school year, with disadvantaged students not attending school or engaging online well. I was most influenced by the pandemic. “
The researchers surveyed 1,018 school leaders and conducted 40 qualitative interviews.
In an interview, the head teacher suggested that “students have made some progress in catching up with core subjects,” but by the summer of 2021, “as some of these academic achievements were lost.” I saw”.
By the end of the fall 2020 semester, head teachers suggested that students had made some progress in catching up with core subjects, but 2021 after the third blockade from January to March 2021. By the summer semester, some of these academic achievements had been lost.
Achievement patterns differed even more significantly among individual students, between classes and groups of years, and it was reported that there were broader and more complex differences in achievement in March 2021 compared to September 2020. rice field.
Differences in access and involvement in distance learning widened the gap between students and contributed to the difference between students admitted to school and “students struggling at home”.
The report also states that pastoral issues, including anxiety, upset, and conflicts between students and bereaved students, “because of their distance from peers and school, prevailed in March 2021 compared to the fall 2020 semester. It was serious. “
The principal also mentioned “unexpected behavioral problems” that occurred in March, such as “grudges and conflicts from students learning from home to students attending directly during the blockade.”
However, according to the report, some students, such as “students whose parents could spend more time on homeschooling, or students whose school was not the best learning environment,” made better progress than expected. I’ve done it.
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Lily Zhou is a freelance writer who mainly covers the British news of The Epoch Times.