Vulnerable learners in the age of COVID-19: A scoping review

Abstract

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.

Impact of the COVID-19 Pandemic on the Psychological Distress of Medical Students in Japan: Cross-sectional Survey Study

“…In Okayama, a prefecture in the western part of mainland Japan [ 7 ] with approximately 1.9 million people and ranked 20 out of 47 by population among the 47 prefectures, only 2071 confirmed cases had been reported by January 17, 2021. Behind the scenes of successful COVID-19 mitigation, however, those in education-related jobs and medical students struggled with the rapid change in the educational system, as shown in examples from Australia and Spain [ 8 , 9 ].…”

Confined Students: A Visual-Emotional Analysis of Study and Rest Spaces in the Homes

“…There is evidence that indicates the importance of the participation of the family unit for the development of learning activities within the home. In the case of Spain, various platforms were provided to promote co-creation by all agents (teachers, students, and parents), during the learning process [ 55 ]. According to the comprehensive content analysis, the family was an important element in the responses of the students.…”

Higher education access, participation and progression: Inequalities of opportunity

“…The COVID‐19 disease pandemic has undoubtedly increased educational inequality but importantly, also universalised some level of disadvantage, with all students, regardless of wealth or background, impacted by this pandemic (Bassett & Arnhold, 2020). However, for those students who are already in a vulnerable position, the challenges to education caused by COVID‐19 require immediate and innovative “outside the box” thinking to ensure that an already inequitable education environment is not unduly exacerbated (Drane et al, in press). For example, the ongoing closures of schools and universities will have long‐term learning implications, universally impacting the quality and quantity of learning across all stages of education (Drane et al, in press).…”

“…However, for those students who are already in a vulnerable position, the challenges to education caused by COVID‐19 require immediate and innovative “outside the box” thinking to ensure that an already inequitable education environment is not unduly exacerbated (Drane et al, in press). For example, the ongoing closures of schools and universities will have long‐term learning implications, universally impacting the quality and quantity of learning across all stages of education (Drane et al, in press). However, for those students who are already experiencing complex financial and social problems, negative outcomes from this period will be intensified.…”