What does early research into the pandemic show us?
There have been small amounts of research about the immediate impact and the challenges our ‘Little Lockdowners’ are facing. Albeit a significantly relevant topic area, there is still very little support and advice available to help those working with and supporting the development and attainment of primary learners post-pandemic.
The National Foundation for Education Research (NFER) said its study confirmed: “Year 2 pupils had significantly lower achievement in both reading and maths in autumn 2020 when compared to performance seen in year 2 in the autumn term of 2017. This represents a Covid-19 gap of around two months’ progress for both reading and maths.”
The NFER study indicates the importance of improving the resources, guidance and support available in order to raise attainment levels in primary learners:
“These bleak findings once again emphasise the pressing need for more support for children whose education has been disrupted by the pandemic. There is still little detail provided about the immediate plans to support educators, but it will need to be substantial in order to address the scale of the challenges that lie ahead.”
Research also highlights the sheer impact the pandemic has had upon children’s wellbeing. A report by the DFE provided an in-depth picture of the experiences of children and young people during the pandemic and how it has affected their wellbeing. Some of the key challenges identified included, isolation from friends and family, the impact of remote learning and interaction and heightened anxiety, stress and worry.
What interventions can be implemented to support children post-pandemic?
Drawing on their experience, research and background in education, our expert speakers, Rachel Clarke, Dr. Ems Lord, Hugo Shephard, and Simon Hunt suggest practical ways to support the raising attainment in primary learners aged 4-11 years.
Universal design for learning is increasingly being seen as the ideal blueprint for education. With one in seven people being neurodivergent, it is important that this is considered, understood, and celebrated from an early age. The next in our TTS Talking series aims to inspire and guide educators. The
Join the TTS Talking Neurodivergence webinar to hear a renowned panel of experts discuss the importance of inclusion by design in education. Neurodivergence in education Neurodivergence is a term used to describe how people learn, interact and think differently from others. In recent years, there have been increased discussions
More about the experts:
Rachel Clarke, Experienced Educational Trainer, Author, and Director of the Primary English Education Consultancy
Dr. Ems Lord – Director of NRICH, the University of Cambridge’s Multiple Award-winning Outreach Mathematics Programme, past-president of The Mathematical Association and Ambassador for Maths Week England
Hugo Shephard, Founder and Managing Director of Education Provider, Role Models
Simon Hunt, Primary Teacher, Speaker and Education Consultant.