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Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design.

Published version
Peer-reviewed

Type

Article

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Authors

Bayley, Stephen 
Wole Meshesha, Darge 
Woldehanna, Tassew 
Yorke, Louise 

Abstract

This paper presents the findings of longitudinal research conducted in Ethiopia exploring the effects of COVID-19 school closures on children's holistic learning, including their socio-emotional and academic learning. It draws on data from over 2,000 pupils captured in 2019 and 2021 to compare primary school children's dropout and learning before and after school closures. The study adapts self-reporting scales used in similar contexts to measure grade 4-6 pupils' social skills and numeracy. Findings highlight the risk of widening inequality regarding educational access and outcomes, related to pupils' gender, age, wealth and location. They also highlight a decline in social skills following school closures and identify a positive and significant relationship between pupils' social skills and numeracy over time. In conclusion, we recommend a need for education systems to promote children's holistic learning, which is even more vital in the aftermath of the pandemic.

Description

Keywords

COVID-19 school closures, Ethiopia, dropout, education, socio-emotional learning, Child, Humans, Student Dropouts, Students, COVID-19, Schools, Educational Status

Journal Title

Longit Life Course Stud

Conference Name

Journal ISSN

1757-9597
1757-9597

Volume Title

Publisher

Bristol University Press
Sponsorship
LEGO Foundation (Unknown)
ESRC (ES/W006413/1)
LEGO Foundation and the UK Foreign, Commonwealth and Development Office, Australian Aid, and Bill and Melinda Gates Foundation through the Research for Improving Systems of Education (RISE) programme