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.

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

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 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.

The dataset comprises 13 interview transcripts, with sensitive information redacted. These interviews were conducted online during the Spring and Summer of 2021 and involved international students who had participated in study abroad or degree-seeking programs during the COVID-19 pandemic. The interviews focused on the students' experiences as they transitioned from traditional in-person programs to online and blended learning due to pandemic-related isolation measures.

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

Abstract copyright UK Data Service and data collection copyright owner.

As the UK went into the first lockdown of the COVID-19 pandemic, the team behind the biggest social survey in the UK, Understanding Society (UKHLS), developed a way to capture these experiences. From April 2020, participants from this Study were asked to take part in the Understanding Society COVID-19 survey, henceforth referred to as the COVID-19 survey or the COVID-19 study.

The COVID-19 survey regularly asked people about their situation and experiences. The resulting data gives a unique insight into the impact of the pandemic on individuals, families, and communities. The COVID-19 Teaching Dataset contains data from the main COVID-19 survey in a simplified form. It covers topics such as

• Socio-demographics
• Whether working at home and home-schooling
• COVID symptoms
• Health and well-being
• Social contact and neighbourhood cohesion
• Volunteering

The resource contains two data files:

• Cross-sectional: contains data collected in Wave 4 in July 2020 (with some additional variables from other waves);
• Longitudinal: Contains mainly data from Waves 1, 4 and 9 with key variables measured at three time points.

Key features of the dataset

• Missing values: in the web survey, participants clicking "Next" but not answering a question were given further options such as "Don't know" and "Prefer not to say". Missing observations like these are recorded using negative values such as -1 for "Don't know". In many instances, users of the data will need to set these values as missing. The User Guide includes Stata and SPSS code for setting negative missing values to system missing.

• The Longitudinal file is a balanced panel and is in wide format. A balanced panel means it only includes participants that took part in every wave. In wide format, each participant has one row of information, and each measurement of the same variable is a different variable.

• Weights: both the cross-sectional and longitudinal files include survey weights that adjust the sample to represent the UK adult population. The cross-sectional weight (betaindin_xw) adjusts for unequal selection probabilities in the sample design and for non-response. The longitudinal weight (ci_betaindin_lw) adjusts for the sample design and also for the fact that not all those invited to participate in the survey, do participate in all waves.

• Both the cross-sectional and longitudinal datasets include the survey design variables (psu and strata).

A full list of variables in both files can be found in the User Guide appendix.

Who is in the sample?

All adults (16 years old and over as of April 2020), in households who had participated in at least one of the last two waves of the main study Understanding Society, were invited to participate in this survey. From the September 2020 (Wave 5) survey onwards, only sample members who had completed at least one partial interview in any of the first four web surveys were invited to participate. From the November 2020 (Wave 6) survey onwards, those who had only completed the initial survey in April 2020 and none since, were no longer invited to participate

The User guide accompanying the data adds to the information here and includes a full variable list with details of measurement levels and links to the relevant questionnaire.

Main Topics:

• Socio-demographics;
• Whether working at home and home-schooling;
• COVID symptoms;
• Health and well-being;
• Social contact and neighbourhood cohesion;
• Volunteering.

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.

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.

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.

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...

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.

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

Based on a comparison of coronavirus deaths in 210 countries relative to their population, Peru had the most losses to COVID-19 up until July 13, 2022. As of the same date, the virus had infected over 557.8 million people worldwide, and the number of deaths had totaled more than 6.3 million. Note, however, that COVID-19 test rates can vary per country. Additionally, big differences show up between countries when combining the number of deaths against confirmed COVID-19 cases. The source seemingly does not differentiate between "the Wuhan strain" (2019-nCOV) of COVID-19, "the Kent mutation" (B.1.1.7) that appeared in the UK in late 2020, the 2021 Delta variant (B.1.617.2) from India or the Omicron variant (B.1.1.529) from South Africa.

The difficulties of death figures

This table aims to provide a complete picture on the topic, but it very much relies on data that has become more difficult to compare. As the coronavirus pandemic developed across the world, countries already used different methods to count fatalities, and they sometimes changed them during the course of the pandemic. On April 16, for example, the Chinese city of Wuhan added a 50 percent increase in their death figures to account for community deaths. These deaths occurred outside of hospitals and went unaccounted for so far. The state of New York did something similar two days before, revising their figures with 3,700 new deaths as they started to include “assumed” coronavirus victims. The United Kingdom started counting deaths in care homes and private households on April 29, adjusting their number with about 5,000 new deaths (which were corrected lowered again by the same amount on August 18). This makes an already difficult comparison even more difficult. Belgium, for example, counts suspected coronavirus deaths in their figures, whereas other countries have not done that (yet). This means two things. First, it could have a big impact on both current as well as future figures. On April 16 already, UK health experts stated that if their numbers were corrected for community deaths like in Wuhan, the UK number would change from 205 to “above 300”. This is exactly what happened two weeks later. Second, it is difficult to pinpoint exactly which countries already have “revised” numbers (like Belgium, Wuhan or New York) and which ones do not. One work-around could be to look at (freely accessible) timelines that track the reported daily increase of deaths in certain countries. Several of these are available on our platform, such as for Belgium, Italy and Sweden. A sudden large increase might be an indicator that the domestic sources changed their methodology.

Where are these numbers coming from?

The numbers shown here were collected by Johns Hopkins University, a source that manually checks the data with domestic health authorities. For the majority of countries, this is from national authorities. In some cases, like China, the United States, Canada or Australia, city reports or other various state authorities were consulted. In this statistic, these separately reported numbers were put together. For more information or other freely accessible content, please visit our dedicated Facts and Figures page.