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.

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.

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.

The survey examined the perceptions of well-being, well-being work, and working conditions in comprehensive schools in Central Finland during the exceptional circumstances caused by the coronavirus during the distance teaching and learning period (March 18 - May 13, 2020). It is a continuation of the FSD3611 Well-being Work and Personnel Well-being in Schools in Central Finland 2020 data. The survey was conducted as part of the Yhteistyöllä hyvinvointia kouluyhteisöön project, which is part of the Central Finland Health and Wellbeing Ecosystem (KeHO) network. The dataset also contains the open-ended responses. First, the respondents' various concerns related to the school, pupils, and staff were surveyed. In addition, several questions were asked about the respondents' working conditions, coping, and well-being. Some of the statements were also presented in the FSD3611 data. The scales and inventories used in the data include e.g. the BBI-9 (Bergen Burnout Inventory) and the UWES-3 (Ultra-Short Measure for Work Engagement). For more information on the construction of the questionnaire, see the section Related Materials. Background variables included the respondent's gender, work role, work experience, job description during the distance education period, and school type.

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 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).

Main Topics:

This study contains school code variables for the Understanding Society COVID-19 study.

Analysis of homeschooling in Great Britain during the coronavirus (COVID-19) pandemic from the Opinions and Lifestyle Survey (OPN). Data relate to homeschooling from the COVID-19 module of the OPN, collected between 13 January and February 2021

This article provides the findings of an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). We also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.

This is the data of 10 English primary schools, provided during the covid-19 lockdowns of 2020 and 2021. The longitudinal data consists of 452 EYFS pupils at time 1, and 442 children at time 2, after they progress into year 1. Pupil data includes a range of Early Years Goals, demographic data, and reading levels.

School level data consists of provision of lessons, activities, resources and contact with home during the lockdowns. The data also includes survey responses from caregivers (t1 n=190, t2 n = 151) to the participating pupils, who provide information on educational practices as home during the lockdowns.

When primary school children return in the Autumn, they will have missed more than a term of usual school provision. The disruption may exacerbate existing inequalities in academic attainment, and potentially create new ones. This project focuses on the impact of school closures on pupils who are at the important transition point between reception and Year 1.

In reception, through adult-led instruction, children learn literacy, maths, and language skills that provide the foundation for later academic success. Instruction during the school closure period has varied considerably and inequalities in children's learning experiences during the COVID-19 school closures are evident. These include disparities in the support and resources provided by schools (more active forms of support in advantaged areas), access to technology and study space (more limited for disadvantaged families), and the extent to which parents have been able to support their children. Teachers have reported IT problems, difficulty providing usual standards of teaching remotely, and lower engagement in less advantaged children. As a consequence children are now likely to be on different developmental pathways. For some, progress may have maintained or even accelerated, but for others, progress may have stalled and previously learned skills may have been lost.

We urgently need to be able to identify those children whose learning has been most affected by school closures and to better understand the factors that predict poor rates of progress. The usual end of reception EYFS profile has not been completed for this cohort, leaving Year 1 practitioners with limited information to inform support decisions. It is vital that these data are collected as soon as possible. If pupils are unable to recover their rates of learning and secure the foundation skills needed for accessing the school curriculum, then the consequences for their long-term educational outcomes are potentially very serious. In order to provide more differentiated forms of support remotely, in the event of future closures, schools need knowledge of who is likely to be at risk of experiencing the greatest disruption to their learning.

Using data collected by schools before closures, at the start of the Autumn term and later in the spring term, we will investigate the factors that have moderated and mediated pupil progress in the Early Years Foundation Stage Profile (EYFSP) goals and reading levels. A large, superdiverse city will serve as the research site to ensure that findings can be generalised to the national context. The data will immediately benefit schools in deciding how to allocate catch-up support. We will convey project findings to policy makers and third sector organisations to inform national strategies aimed at remediating the negative impacts of lockdown post-COVID-19 and addressing inequalities in the event of future school closures.

As of April 2022, the government of the United Kingdom has dispatched over 1.95 million laptop or tablet devices to local authorities or education providers in England in order to support remote learning during the coronavirus pandemic. This scheme initially started to provide laptops and tablets to schools in May 2020 during the Summer term of the 2019/20 academic year and was expanded significantly at the start of 2021, increasing from 562 thousand in December 2020 to more than one million two months later in February 2021.

A set of seven digital animations created by and for children, first introducing the project and then one for each activity during Phase One (English school holidays - July-August 2020). These combine stop-start animation, cartoons, line drawings, collage and photographs to visually communicate the project as well as illustrating the variety of creative possibilities. There are six weeks of activities, each with a theme and an associated activity sheet with creative resources which provided a digital and printable text to prompt, stimulate and encourage children’s reflections.

As the UK moved into lockdown in March 2020 and schools closed for almost all children, we began developing our ‘Corona Chronicles’ research with children. The research was designed to support children to visually chronicle life during the coronavirus pandemic and what supports their wellbeing. We developed a creative approach to meet the specific challenges of carrying out research with children during a time when the pandemic measures meant face-to-face research was not possible. A set of seven digital animations were created by and for children, first introducing the project and then one for each activity during Phase One (English school holidays - July-August 2020). These combine stop-start animation, cartoons, line drawings, collage and photographs to visually communicate the project as well as illustrating the variety of creative possibilities and the encouragement to work with 'any combination of these’. There were six weeks of activity in this first phase of the project, each with a theme and an associated activity sheet with creative resources which provided a digital and printable text to prompt, stimulate and encourage children’s reflections. The six themes were developed from research by the Children’s Society Ways to wellbeing: Exploring the links between children’s activities & subjective wellbeing (2014) which have been adapted to help children to reflect on their experiences during the pandemic. The activity sheets and videos are freely available to anyone interested in supporting and/or researching with children during the pandemic.

Number of pupils with English as an Additional Language (EAL) in Calderdale Secondary Schools (Academies and Local Authority Maintained Schools); the data source is the termly school census. The dataset for Academies and Local Authority Maintained Schools is being published as one dataset from October 2016. May 2020 is missing because this census was cancelled by the government due to the Covid-19 pandemic. Other schools data

Just prior to the return of students to schools in the United Kingdom, approximately 71 percent of British people thought that pupils returning would cause a spike in COVID-19 cases. Looking further ahead towards the end of the year, less than half thought that exams in 2022 would run as normal, with 43 percent of people believing that more school closures would occur due to the pandemic.

The project had Four Research Stages

Stage 1 – Global Mapping Exercise Aim: Map and develop typologies of the pandemic’s impact on the food/education/play-leisure nexus, with a focus on young people’s vulnerabilities globally, based on an international, integrative review of research and policy literatures. Stage 2: – National and Regional Mapping (Brazil, South Africa, UK) Aim: Examine key impacts of pandemic-related policy on young people’s access to and adaptations around food, education and play/leisure at the national, regional and local scale. Stage 3: Zooming in on local adaptations of young people in monetary-poor households Aim: In-depth research with professional stakeholders and young people in each case study region, with a focus on incremental and innovative strategies and the impact of those adaptations on everyday survival and recovery. In England, this research took place in Birmingham and the West Midlands. In total, we worked with 87 young people, using qualitative methods such as interviews and visual mapping. The research was co-produced with young people: we worked with a core group of ten young people from Birmingham City Council’s Youth Voice team, who co-designed some of the methods, undertook peer research with some of the young people in our sample, and co-analysed data. Stage 4: Co-design of solutions to foster young people’s recovery and resilience Aim: Co-design solutions with our community of young people and key professionals that will help vulnerable young people to recover and be prepared in the eventuality of future major health and socio-economic crises. In England, this process took place in Birmingham and the West Midlands and involved the same core group discussing the project’s main findings. Through a series of workshops, young people’s recommendations were created and tested with us and a selected group of professional stakeholders.

Stage 1 - Interviews with key organisations working in the food/education/play sector and with children and youth.

The team conducted 32 interviews with key organisations between February and June 2023. The aim was to situate and identify what had been the key impacts of pandemic-related policy towards the food, education, play/leisure nexus of issues facing young people during and after COVID-19, in England. It also sought to examine what policy/programmes/initiatives were developed, and how local places mattered (including home life/household contexts). To do so, we identified representatives from a range of organisations that played a key role in supporting young people and/ or in assessing the impacts of the pandemic on them.

Sampling was done through desk-based research based on a review of national and regional review of the literature and reports and further on snowballing, we identified non-governmental and non-profit organisations that played a key contribution in supporting young people and/or assessing the impact and repercussions of the pandemic on them. Selection of the interviews was made either through their role across the country or because of their contribution at regional and city levels. The number of 30 was considered as commensurate with the methods used in similarly-sized comparative projects of similar scale. This included representatives from the following types of organisations:

• Charities (incl. Foundations and Think-Tanks) working either across England or in specific English regions, and specialized in the following sectors: food education, food policy, food provision (including food banks) and healthy food; education provision, education and digital technology, education policy, education and youth, social mobility and educational disadvantage; play provision, play policy; support to disadvantaged and vulnerable young people. • Not-for profit social enterprises focusing on youth education, youth employment, food and nutrition. • Schools/Colleges. • Private Companies specialized in supporting education organisations and play provision. • Research Institutions with specific expertise in education, food and health and children/young people. • Local and Combined Authorities. • Diocesan and Faith groups. • National networks representing community organisations in the faith and play sector. • Young People Ambassadors.

While looking at England as a whole, we also zoomed on West Midlands/Birmingham. The West Midlands was one of the hardest-hit parts of the UK during COVID-19. The region includes some of the most deprived neighbourhoods and a younger than average population. The intent of the interviews was twofold: 1) to understand each organisation’s response to supporting young people during/after COVID-19, and 2) from the organisation’s views, to identify what adaptations and tactics young people used to deal with the challenges that COVID-19 and associated lockdowns presented. Interview questions focused on the following themes: The role of the organisation and how they engaged with young people, the impact of the pandemic of the food/ education/play-leisure nexus, the connection between vulnerability, place, social networks and adaptation, the legacy of Covid-19 and the importance of the cost of living crisis. All interviews were recorded, and our research fully conformed with UCL’s ethical guidance. The interviews were transcribed, coded and analysed, with 37 core themes extracted.

Stage 2 - Interviews with Young People

Aim: In-depth research with professional stakeholders and young people in the West Midlands with a focus on incremental and innovative strategies and the impact of those adaptations on everyday survival and recovery.

In total, we worked with 89 young people, aged 10-24. The research was co-produced with young people: we worked with a core group of ten young people from Birmingham City Council’s Youth Voice team, who co-designed some of the methods, undertook peer research with some of the young people in our sample, and co-analysed data. Data archived relates to interviews with young people conducted by the Panex Youth Research Fellow.

Young people were recruited from a range of settings across the case study region. Predominantly, young people were recruited from youth groups, youth centres and schools. Sampling was done based on age, gender, ethnicity, status (i.e. student or in employment), place of living.

While not ‘representative’, per se, this has ensured coverage of a range of different living conditions and (along with working with established schools networks and NGOs in each region) enable recruitment of young people. This was commensurate with the methods used in similarly-sized comparative projects working with youth (Kraftl et al., 2019) and enables sampling for diverse youth while again not seeking ‘representativeness’ in this qualitative study. The main methods for this strand of research were interviews and visual web discussions conducted through workshops between June 2023 and May 2024 Some activities were not recorded and transcribed, for example the workshops done with 32 primary school pupils nor the other workshops done with young people. Owing to the impossibility of anonymising the mapping exercise and visual webs (which were intensely personal in nature and showed data about young people’s homes, schools and workplaces), we cannot deposit these data. We have not taken this decision lightly but this is the only way that we can conform to our project’s ethical principles.

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 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 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 informationFor 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).

The DIECovidSurvey was conducted by the German Institute for Adult Education (DIE) in collaboration with the Deutscher Volkshochschul-Verband e.V. (dvv) in fall 2020 to examine the impact of the Corona pandemic on German adult education centers (vhs).The questionnaire was developed jointly by DIE and dvv. The core of the survey is detailed information about the range of events offered during the first lockdown in spring and early summer 2020, when events in attendance were prohibited. The questionnaire collects detailed information for each program area on the number of courses and individual events planned before the lockdown and actually held during the lockdown, as well as the event format (face-to-face/blended learning/online). Further contents of the survey concern the personnel and financial situation, the available space, effects of the pandemic on participant groups, the use of digital technologies including vhs.cloud, the inclusion of corona-related events in the program, assessments of the situation at the time of the survey, as well as future strategies and perceived challenges with regard to digitization and program design.The survey was conducted as an online survey in LimeSurvey, with an invitation to participate sent to all German vhs. (Project)

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.

Social connectedness at school is crucial to children's development, yet very little is known about the way it has been affected by school closures during COVID-19 pandemic. We compared pre-post lockdown levels of social connectedness at a school playground in forty-three primary school-aged children, using wearable sensors, observations, peer nominations and self-reports. The data and most files are written in English. Some of the materials (e.g., consent forms) are in Dutch.

Purpose: The ongoing COVID-19 pandemic has prompted changes to child assessment procedures in schools such as the use of face masks by assessors. Research with adults suggests that face masks diminish performance on speech processing and comprehension tasks, yet little is known about how assessor masking affects child performance. Therefore, we asked whether assessor masking impacts children’s performance on a widely used, individually administered oral language assessment and if impacts vary by child home language background.Method: A total of 96 kindergartners (5–7 years old, n = 45 with a home language other than English) were administered items from the Clinical Evaluation of Language Fundamentals Preschool–Second Edition Recalling Sentences subtest under two conditions: with and without the assessor wearing a face mask. Regression analysis was used to determine if children scored significantly lower in the masked condition and if the effect of masking depended on home language background.Results: Contrary to expectations, we found no evidence that students scored systematically differently in the masked condition. Children with a home language other than English scored lower overall, but masking did not increase the gap in scores by language background.Conclusions: Our results suggest that children’s performance on oral language measures is not adversely affected by assessor masking and imply that valid measurements of students’ language skills may be obtained in masked conditions. While masking might decrease some of the social determinants of communication (e.g., recognition of emotions), masking in this experiment did not appear to detract from children’s ability to hear and immediately recall verbal information.Supplemental Material S1. Multiple regression predicting odd items sum score as a function of Group A (masked) and Group A by sentence comprehension interaction, as a continuous and a dichotomized variable.Supplemental Material S2. Multiple regression predicting even items sum score as a function of Group B (masked) and Group B by sentence comprehension interaction, as a continuous and a dichotomized variable.Supplemental Material S3. Multiple regression predicting odd items sum score as a function of Group A (masked), controlling for study condition.Supplemental Material S4. Multiple regression predicting even items sum score as a function of Group B (masked), controlling for study condition.Supplemental Material S5. Testing interactions between group and home language, controlling for study condition.Surrain, S., Mesa, M. P., Assel, M. A., & Zucker, T. A. (2023). Does assessor masking affect kindergartners’ performance on oral language measures? A COVID-19 Era experiment with children from diverse home language backgrounds. Language, Speech, and Hearing Services in Schools, 54(4), 1323–1332. https://doi.org/10.1044/2023_LSHSS-22-00197

Number of pupils with Special Educational Needs in Calderdale Primary Schools (Academies and Local Authority Maintained Schools); the data source is the termly school census. Academy data is only available from October 2015 onwards. The dataset for Academies and Local Authority Maintained Schools is being published as one dataset from October 2016. May 2020 is missing because this census was cancelled by the government due to the Covid-19 pandemic.

Also see - Other schools data

DfE Special Educational Needs (SEND) Report on LG Inform - report presents the statistics on SEND available for Calderdale, compared to comparison group of All English metropolitan boroughs.