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.

Figures on coronavirus (COVID-19) cases and vaccination uptake among the school workforce in state-funded primary, secondary, and special schools in England broken down by demographic and geographic characteristics. Using a linked School Workforce Census, NHS Test and Trace and National Immunisation Management system dataset (experimental statistics).

Abstract copyright UK Data Service and data collection copyright owner.

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 2020 they take place every other month. They complement the annual interviews in the Understanding Society study.

This dataset contains school code variables for the Understanding Society COVID-19 study (SN 8644).

A file is provided for the fifth web wave of the Understanding Society COVID-19 study, the only one that school information has currently been gathered for. For each child it contains: state school code, country of state school, private school name and private school town variables for both mother and father responses. A child personal identification serial number (pidp_c) is also provided for matching to the main data in SN 8644.

In addition, this dataset contains a file of school code 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 Understanding Society COVID-19 study. Child school codes are only available for Wave 11 as they are only collected in odd-numbered waves. For each child it contains the state school code and country of state school variables as well as a personal identification serial number (pidp) and a household identification serial number for wave 11 (jk_hidp). Further details on the files in this dataset 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 second edition (January 2021), both previously deposited files have been revised to include a significant number of additional school codes resulting from manual coding. For further details please refer to the UKHLS COVID-19: Data Changes document, included in the main COVID-19 study (SN 8644).

Potential impact of the coronavirus (COVID-19) pandemic on young people and schools, including analysis of physical activity and eating behaviours, and breakdowns by age and sex where possible. Indicators from the Schools Infection Survey.

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

Figures on coronavirus (COVID-19) vaccine uptake in school pupils aged 12 to 17 years attending state-funded secondary, sixth form and special schools, broken down by demographic and geographic characteristics, using a linked English Schools Census and National Immunisation Management System dataset. Experimental Statistics.

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.

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.

This weekly data shows the cumulative number of positive Covid-19 cases in Angus school clusters - combined total of teachers, support staff, children and young people (not including contractors). The dataset is updated fortnightly on a Tuesday. Field names. Cumulative confirmed cases in Brechin. Cumulative confirmed cases in Carnoustie. Cumulative confirmed cases in Forfar. Cumulative confirmed cases in Kirriemuir. Cumulative confirmed cases in Monifieth. Cumulative confirmed cases in Montrose. Cumulative confirmed cases in North Arbroath. Cumulative confirmed cases in West Arbroath.

Monthly estimates of the full-time equivalency factors for remote learners, and school absence and attendance rates during the coronavirus (COVID-19) pandemic.

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.

Coronavirus (COVID-19) cases in school pupils aged 5 to 15 years attending state-funded schools. Including detailed analysis by demographic and geographic characteristics. Experimental statistics.

Medical students providing support to clinical teams during Covid-19 may have been an opportunity for service and learning. We aimed to understand why the reported educational impact has been mixed to inform future placements. We conducted a cross-sectional survey of medical students at UK medical schools during the first Covid-19 ‘lockdown’ period in the UK (March–July 2020). Analysis was informed by the conceptual framework of service and learning. 1245 medical students from 37 UK medical schools responded. 57% of respondents provided clinical support across a variety of roles and reported benefits including increased preparedness for foundation year one compared to those who did not (p 

Abstract copyright UK Data Service and data collection copyright owner.

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.

COSMO Wave 2, 2022-2023
All young people who took part in Wave 1 (see SN 9000) were invited to the second Wave of the study, along with their parents (whether or not they took part in Wave 1).

Data collection in Wave 2 was carried out between October 2022 and April 2023 where young people and parents/guardians were first invited to a web survey. In addition to online reminders, some non-respondents were followed up via face-to-face visits or telephone calls over the winter and throughout spring. Online ‘mop-up’ fieldwork was also carried out to invite all non-respondents into the survey one last time before the end of fieldwork.

Latest edition information:
For the second edition (April 2024), a standalone dataset from the Keeping in Touch (KIT) exercise carried out after the completion of Wave 2, late 2023 have been deposited. This entailed a very short questionnaire for updating contact details and brief updates on young people's lives. A longitudinal parents dataset has also been deposited, to help data users find core background information from parents who took part in either Wave 1 or Wave 2 in one place. Finally, the young people's dataset has been updated (version 1.1) with additional codes added from some open-ended questions. The COSMO Wave 1 Data User Guide Version 1.1 explains these updates in detail. A technical report and accompanying appendices has also been deposited.

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

For young people, Wave 2 included:

• a household grid
• changes to current status since Wave 1
• qualifications studied towards
• early labour market experience
• residual disruption due to the pandemic
• university applications
• attitudes to education and future careers
• spare time/leisure activities
• homelessness
• health and wellbeing
• friends, peers and family support
• health-related behaviours.

For parents, Wave 2 included:

• demographics
• attitudes to education/education and career aspirations
• parenting, home learning, tuition and catch-up
• working status across the pandemic (since the last interview for parents also interviewed in Wave 1)
• parental tenure, HRP and occupation details
• parental education
• parental income
• grandparents
• COVID-19 history and vaccination
• parent health and wellbeing
• disadvantage.

Association between adapting work patterns and GHQ stratified by couple mothers and lone mothersa.

The SARS-CoV-2 epidemic continues to have major impacts on children's education, with schools required to implement infection control measures that have led to long periods of absence and classroom closures. We have developed an agent-based epidemiological model of SARS-CoV-2 transmission that allows us to quantify projected infection patterns within primary school classrooms, and related uncertainties; the basis of our approach is a contact model constructed using random networks, informed by structured expert judgment. The effectiveness of mitigation strategies is considered in terms of effectiveness at suppressing infection outbreaks and limiting pupil absence. Covid-19 infections in schools in the UK in Autumn 2020 are re-examined and the model used for forecasting infection levels in autumn 2021, as the more infectious Delta-variant was emerging and school transmission was thought likely to play a major role in an incipient new wave of the epidemic. Our results are in good agreement with available data and indicate that testing-based surveillance of infections in the classroom population with isolation of positive cases is a more effective mitigation measure than bubble quarantine both for reducing transmission in primary schools and for avoiding pupil absence, even accounting for the insensitivity of self-administered tests. Bubble quarantine entails large numbers of pupils being absent from school, with only a modest impact on classroom infection levels. However, maintaining a reduced contact rate within the classroom can have a major beneficial impact on managing Covid-19 in school settings.

Additional file 1: Pre-conference Questionnaire. Post-conference Questionnaire