Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review

Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-...

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Bibliographic Details
Published in:Frontiers in psychology Vol. 12; p. 746289
Main Authors: Hammerstein, Svenja, König, Christoph, Dreisörner, Thomas, Frey, Andreas
Format: Journal Article
Language:English
Published: Switzerland Frontiers Media S.A 16-09-2021
Subjects:
COVID-19
learning loss
Psychology
school closure
student achievement
systematic review
COVID-19
school closure
systematic review
learning loss
student achievement
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Summary:The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.
Bibliography:content type line 23
SourceType-Scholarly Journals-1
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Cheng Yong Tan, The University of Hong Kong, Hong Kong SAR China
Reviewed by: Carolyn Chisadza, University of Pretoria, South Africa; Annemie Desoete, Ghent University, Belgium
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.746289