Inequalities in children's experiences of home learning during the COVID-19 lockdown in England.

Autor/inn/en	Andrew, Alison; Cattan, Sarah; Dias, Mónica Costa; Farquharson, Christine; Kraftman, Lucy; Krutikova, Sonya; Phimister, Angus; Sevilla, Almudena
Titel	Inequalities in children's experiences of home learning during the COVID-19 lockdown in England.
Quelle	London: The Institute for Fiscal Studies (2020), ca. 35 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Working paper / lnstitute for Fiscal Studies. 20, 26
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Schüler; Lernen; Pandemie; Einkommensverteilung; Auswirkung; Haushaltseinkommen; Zeitverwendung; Großbritannien
Abstract	This paper combines novel data on the time use, home learning practices and economic circumstances of families with children during the COVID-19 lockdown with pre-lockdown data from the UK Time User Survey to characterise the time use of children and how it changed during lockdown, and to gauge the extent to which changes in time use and learning practices during this period are likely to reinforce the already large gaps in education attainment between children from poorer and better-off families. We find considerable heterogeneity in children's learning experiences - amount of time spent learning, activities undertaken during this time and availability of resources to support learning. Concerningly, but perhaps unsurprisingly, this heterogeneity is strongly associated with family income and in some instances more so than before lockdown. Furthermore, our analysis suggests that any impacts of inequalities in time spent learning between poorer and richer children are likely to be compounded by inequalities not only in learning resources available at home, but also those provided by schools.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2021/1