Vulnerable learners in the Age of COVID‑19

A Scoping Review

Kurzbeschreibung

This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.

Schlagwörter

Distance-Schooling, Gesundheitspsychologie, Kinder- und Jugendalter allgemein, Länderübergreifend, (Literatur-)Review

Quellenangabe

Drane, Catherine F., Vernon, Lynette, O´Shea, Sarah (2020). Vulnerable learners in the Age of COVID‑19. A Scoping Review, The Australian Educational Researcher, 48, 585–604.