The share of in-class content covered by remote learning materials at schools in the United Kingdom increased significantly between December 2020 and January 2021, rising from 56 percent to 85 percent in Primary schools, and from 73 percent to 87 percent at Secondary schools. This increase was due to schools generally closing their doors to regular attendance in early 2021, as the Coronavirus pandemic situation worsened in the UK.

Impact of the coronavirus (COVID-19) pandemic on young people and schools, including analysis of face coverings and remote learning, and breakdowns by age and sex where possible. Indicators from the Schools Infection Survey.

Understanding Society, (UK Household Longitudinal Study), which began in 2009, is conducted by the Institute for Social and Economic Research (ISER) at the University of Essex and the survey research organisations Verian Group (formerly Kantar Public) and NatCen. It builds on and incorporates, the British Household Panel Survey (BHPS), which began in 1991.

Understanding Society (UK Household Longitudinal Study), which began in 2009, is conducted by the Institute for Social and Economic Research (ISER) at the University of Essex and the survey research organisations Kantar Public and NatCen. It builds on and incorporates, the British Household Panel Survey (BHPS), which began in 1991.

The Understanding Society COVID-19 Study, 2020-2021 is a regular survey of households in the UK. The aim of the study is to enable research on the socio-economic and health consequences of the COVID-19 pandemic, in the short and long term. The surveys started in April 2020 and took place monthly until July 2020. From September 2020 they took place every other month until March 2021 and the final wave was fielded in September 2021. They complement the annual interviews of the Understanding Society study. The data can be linked to data on the same individuals from previous waves of the annual interviews (SN 6614) using the personal identifier pidp. However, the most recent pre-pandemic (2019) annual interviews for all respondents who have taken part in the COVID-19 Study are included as part of this data release. Please refer to the User Guide for further information on linking in this way and for geographical information options.

Latest edition information

For the eleventh edition (December 2021), revised April, May, June, July, September, November 2020, January 2021 and March 2021 data files for the adult survey have been deposited. These files have been amended to address issues identified during ongoing quality assurance activities. All documentation has been updated to explain the revisions, and users are advised to consult the documentation for details. In addition new data from the September 2021 web survey have been deposited.

Initial estimates of staff and pupils testing positive for coronavirus (COVID-19) from the COVID-19 Schools Infection Survey across a sample of schools, within selected local authority areas in England.

Initial estimates of prevalence of ongoing symptoms following coronavirus (COVID-19) infection in staff and pupils from the COVID-19 Schools Infection Survey across a sample of schools, within selected local authority areas in England. This Schools Infection Survey is jointly led by the London School of Hygiene & Tropical Medicine, Public Health England and the Office for National Statistics.

According to the survey among Chinese students who intend to apply to schools in the UK, 87 percent of the respondents reported their concerns about personal safety during the COVID-19 outbreak. About 22 percent of the respondents planned to cancel their study in this year.

In May 2020, a survey carried out in the United Kingdom asked respondents with children their views on reopening schools following their closure during the coronavirus lockdown. The greatest support can be found for partially reopening pre-schools and nurseries, as 23 percent of respondents strongly supported this scenario and a further 31 percent somewhat supported it. The latest number of cases in the UK can be found here. For further information about the coronavirus pandemic, please visit our dedicated Facts and Figures page.

Abstract copyright UK Data Service and data collection copyright owner.

Understanding Society (the UK Household Longitudinal Study), which began in 2009, is conducted by the Institute for Social and Economic Research (ISER) at the University of Essex, and the survey research organisations Verian Group (formerly Kantar Public) and NatCen. It builds on and incorporates, the British Household Panel Survey (BHPS), which began in 1991.

The Understanding Society COVID-19 Study is a regular survey of households in the UK. The aim of the study is to enable research on the socio-economic and health consequences of the COVID-19 pandemic, in the short and long term. The surveys started in April 2020 and took place monthly until July 2020. From September they took place every other month until March 2021 and the final wave was fielded in September 2021. They complement the annual interviews of the Understanding Society study.

This dataset contains Census 2011 Lower Layer Super Output Areas (LSOA) geographic variables for the Understanding Society COVID-19 study.

A file is provided for each wave of the Understanding Society COVID-19 study to date, containing the Census 2011 Lower Layer Super Output Areas (LSOA) geographic variable and a personal identification serial number (pidp) for file matching to the main Understanding Society COVID-19 study (SN 8644). There are two types of waves: web waves have a filename postfix of _w and telephone waves have a filename postfix of _t.

In addition, this study also contains Census 2011 LSOA geographic variables that can be matched to a dataset released with the main Understanding Society COVID-19 study containing data taken from waves 10 and 11 of the main Understanding Society survey, specifically for the respondents in the COVID-19 study. This file is named jk_lsoa11_cv and as well as the LSOA11 geographic variable, it also contains a personal identification serial number (pidp) and a household identification serial number for both wave 10 (j_hidp) and wave 11 (k_hidp). Further details can be found in the Understanding Society COVID-19 User Guide.

Additional information can be found on the Understanding Society COVID-19 website, including Data documentation. A list of Understanding Society COVID-19 Research Outputs (regularly updated) is also available.

New edition information
For the seventh edition (December 2021), the new data file for wave 9 has been deposited.

Main Topics:

This dataset contains Census 2011 Lower Layer Super Output Areas (LSOA) geographic variables for use with the Understanding Society COVID-19 study.

Models of first Covid-19 tweet and emulation of first Covid-19 tweet.

19 interview transcripts (verbatim) from UK education staff in various regions, settings and roles (leadership, teachers and teaching assistants) including those working from home or in school during the early lockdown period.

The interview schedule aimed to address the following research questions: 1) What changes have school staff experienced as a result of the COVID-19 pandemic in their own lives, in the school climate or their professional role? 2) What has the impact of these changes been on school staff mental health and wellbeing? 3) What factors do school staff perceive to have sustained or improved wellbeing during the pandemic?

Therefore data consists of participant responses to these questions.

Original Project details (please read on for Covid-19 related adjustments): The integration of health and education policy and practice, with a specific focus on the role of schools in mental health education and preventative intervention, is of major topical concern. There is strong support in the existing literature on the importance of taking a whole systems approach to supporting young peoples' mental health through schools. However, there is a need to further understand the complexity of this process, including the potential impact on school climate, as well as staff and pupil outcomes.

In 2015, I began my PhD research study in order to investigate this research gap, focusing on an example of whole-system (WS) mental health intervention across a county in the North of England. The initiative was commissioned by Public Health England and developed in partnership between local authority services and schools. Eighteen schools participated in the resulting locally facilitated WS implementation, which was based on the Academic Resilience Approach (ARA, Hart; Williams, 2018), developed by Professor Angie Hart and other colleagues at the UoB and partner organisations. The ARA aims to improve outcomes for the most vulnerable pupils by building resilience across the school community, taking a whole systems perspective.

A fully integrated and embedded mixed method design was utilised. This enabled me to research the experiences of multi-professional staff from schools and local authority services, exploring the perceived impact of the intervention at multiple system levels and considering the potential sustainability of this project in the future. Results of the study showed that there was a significant improvement in staff perceptions of school climate as a result of school engagement in the ARA. In addition, both school and local authority staff reported improved communication, a greater sense of shared values, and increased participative decision making. Existing research suggests that these changes establish the foundation to improve outcomes for the most disadvantaged pupils, although further research is required in order to understand the mechanisms that result in impact for YP.

This fellowship provides the opportunity to maximise the impact of these important PhD findings, through disseminating the results of the study with key stakeholders in four local areas in the UK that are engaging in WS approaches to health promotion in schools. These findings will be beneficial to both practitioners (e.g. school staff) and policy makers (e.g. Local Authorities) because they will help to understand the potential school wide outcomes and optimal conditions associated with WS approaches. My results also help staff in local areas to identify 'school readiness' to engage in this type of approach and help to prepare and support school staff, making it more likely the approach will have a positive impact for pupils. Building on established networks in these four local areas, learning can be shared between different regions. During the fellowship, further research will also be carried out in order to explore pupil experiences of WS approaches, extending the findings from my PhD. Learning from my PhD will be distributed via multiple and diverse platforms including on online blogs, at national conferences, and through paper publications in internationally recognised journals. This fellowship is also ideally suited to develop my own research skills and networks, and to enable me to contribute to the urgent priority of developing dynamic and collaborative approaches to multi-sector promotion of public health and other social policy priorities.

Covid-19 Impact and changes:

Due to Covid-19 the original research proposed for this grant (workshops with young people in schools to explore whole school approaches to mental health and wellbeing) was not possible. Therefore a new application for ethics was made for a new research project which explored school staff mental health and wellbeing during the first national lockdown and partial school closure, and this research, having gained ethical approval, was carried out online in June 2020 towards the end of the grant period. Data in this collection relates to that...

Estimates from the Schools Infection Survey of pupils testing positive for SARS-CoV-2 antibodies. Including breakdowns by age, sex and region where possible.

The COVID-19 pandemic brought many disruptions to children’s education, including the education of children with intellectual (learning) disability and/or autism. We investigated the educational experiences of autistic children and children with an intellectual disability about a year after the COVID-19 pandemic started in the UK.

An online survey collected data during the summer/autumn of 2021 from 1,234 parents of 5 to 15 year-old children across all 4 UK countries. The study investigated school attendance and home learning experiences of children with intellectual disability and/or autistic children who were registered to attend school in 2021. The study also investigated the experience of Elective Home Education in families of children with a neurodevelopmental condition whose child was de-registered from school before and after the pandemic started in the UK in March 2020.

The study provided evidence on the impact of COVID-19 on school attendance and home education for children with a neurodevelopmental condition.

Education changed dramatically due to the COVID-19 pandemic. Schools closed in 2019/20. There was compulsory return to school in September 2020 with measures in place to control infection and new regulations about COVID-19-related absences. School attendance in the first term of 2020-21 was lower compared to other years. Many children were de-registered from school. In early 2020-21, there was a second prolonged period of national school closures. The pandemic has caused many disruptions to children's education.

Children with neurodevelopmental conditions (NDCs), in particular intellectual disability and autism, are the most vulnerable of vulnerable groups. Among children with special educational needs and disabilities (SEND), children with intellectual disability and/or autism consistently struggle to meet the required standards in education. Our study will focus on these two groups of children.

Before the pandemic, many children with NDCs missed school. Then the pandemic disrupted everyone's education. Approximately one year after the pandemic started, we will investigate the educational experiences of children with NDCs.

Our project will investigate: - School absence and reasons for absence among children with intellectual disability and/or autism - Child, family, and school factors associated with school absence - Barriers and facilitators of school attendance - Parents' experiences of home schooling

An online survey will collect data from approximately 1,500 parents of 5 to 17 year-old children with NDCs across all 4 UK countries. We will recruit parents of: (i) children registered with a school in spring/summer 2021; (ii) children not registered with a school in spring/summer 2021 but who were registered with a school at the start of the pandemic in March 2020; and (iii) children not registered with a school on either date. We will collect data on school attendance for those registered with a school, and data on home learning experiences for those not registered with a school. For all children, we will collect data on their mental health.

The first analysis will investigate school absence with a focus on children registered with a school. We will summarise school absence data as well as reasons for absence as reported by the parents. The second analysis will investigate school attendance: attending school or home schooling. We will describe the children currently registered to attend school (group 1), those not currently registered who were registered in March 2020 at the start of the pandemic (group 2), and those not registered on either point (group 3). We will summarise the reasons parents give for de-registering their child from school. Our final analysis will focus on home learning support during home schooling. We will describe the types of support schools offer to school-registered students during remote learning (when students are self-isolating/shielding, or schools are closed because of lockdown). We will describe the home learning experiences of school de-registered children and parents' satisfaction with these arrangements.

We will work closely with parents of children with NDCs, seeking their advice on the study. Our team includes the Council for Disabled Children, the largest umbrella organization in the UK bringing together many charities supporting disabled children and their families. We will share the study findings widely, including key messages for policies related to the education of children with special educational needs and disabilities.

Context

Within the current response of a pandemic caused by the SARS-CoV-2 coronavirus, which in turn causes the disease, called COVID-19. It is necessary to join forces to minimize the effects of this disease.

Therefore, the intention of this dataset is to save data scientists time:

• Gather the data at the country level, encoding the country with its ISO code to allow easy access to other data
• Perform pre-processing of data, calculations of increments and other indicators that can facilitate modeling.
• Add the response of the governments over time so that it can be taken into account in the modeling.
• Daily update.

This dataset is not intended to be static, so suggestions for expanding it are welcome. If someone considers it important to add information, please let me know.

Content

The data contained in this dataset comes mainly from the following sources:

Source: Center for Systems Science and Engineering (CSSE) at Johns Hopkins University https://github.com/CSSEGISandData/COVID-19 Provided by Johns Hopkins University Center for Systems Science and Engineering (JHU CSSE): https://systems.jhu.edu/

Source: OXFORD COVID-19 GOVERNMENT RESPONSE TRACKER https://www.bsg.ox.ac.uk/research/research-projects/oxford-covid-19-government-response-tracker Hale, Thomas and Samuel Webster (2020). Oxford COVID-19 Government Response Tracker. Data use policy: Creative Commons Attribution CC BY standard.

The original data is updated daily.

The features it includes are:

• Country Name

• Country Code ISO 3166 Alpha 3

• Date

• Incidence data:

  • confirmed
  • deaths
  • recoveries

• Daily increments:

  • confirmed_inc
  • deaths_inc
  • recoveries_inc

• Empirical Contagion Rate - ECR

https://www.googleapis.com/download/storage/v1/b/kaggle-user-content/o/inbox%2F3508582%2F3e90ecbcdf76dfbbee54a21800f5e0d6%2FECR.jpg?generation=1586861653126435&alt=media" alt="">

• GOVERNMENT RESPONSE TRACKER - GRTStringencyIndex

  OXFORD COVID-19 GOVERNMENT RESPONSE TRACKER - Stringency Index

• Indices from Start Contagion

  • Days since the first case of contagion is overcome
  • Days since 100 cases are exceeded

• Percentages over the country's population:

  • confirmed_PopPct
  • deaths_PopPct
  • recoveries_PopPct

The method of obtaining the data and its transformations can be seen in the notebook:

Notebook COVID-19 Data by country with Government Response

Photo by Markus Spiske on Unsplash

The COVID Social Mobility and Opportunities Study (COSMO) is a longitudinal cohort study, a collaboration between the UCL Centre for Education Policy and Equalising Opportunities (CEPEO), the UCL Centre for Longitudinal Studies (CLS), and the Sutton Trust. The overarching aim of COSMO is to provide a representative data resource to support research into how the COVID-19 pandemic affected the life chances of pupils with different characteristics, in terms of short-term effects on educational attainment, and long-term educational and career outcomes.

The topics covered by COSMO include, but are not limited to, young people's education experiences during the pandemic, cancelled assessments and education and career aspirations. They have also been asked for consent for linking their survey data to their administrative data held by organisations such as the UK Department for Education (DfE). Linked data is planned to be made available to researchers through the ONS Secure Research Service.

Young people who were in Year 11 in the 2020-2021 academic year were drawn as a clustered and stratified random sample from the National Pupil Database held by the DfE, as well as from a separate sample of independent schools from DfE's Get Information about Schools database. The parents/guardians of the sampled young people were also invited to take part in COSMO. Data from parents/guardians complement the data collected from young people.

Further information about the study may be found on the COVID Social Mobility and Opportunities Study (COSMO) webpage.

Further information about the study may be found on the COSMO website.