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.

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.

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.

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.

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.

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...

Parent's responses to a survey investigating the main challenges children faced with remote education during the Coronavirus pandemic in the UK showed that 40 percent believed that their child's lack of focus on studying was an issue. Only 2 percent of parents believed that no internet connection was a challenge when learning remotely from home.

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

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.

As of July 2021, the government of the United Kingdom had dispatched over 1.35 million laptop or tablet devices to local authorities or education providers in England in order to support remote learning during the coronavirus pandemic. Approximately 126.3 thousand of these laptops have been delivered to education providers in London, with a further 125 thousand going to North West England.

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

In a survey carried out in May 2020, 18 percent of Brits surveyed think that schools in the UK should re-open once new cases of coronavirus infections starts to go down, while 52 percent believe they should re-open under the same circumstances but close down if infections begin to rise again. There was very little support for any of the places to open as normal again on June 1, regardless of the situation, while 25 percent of respondents thought that pubs should not open again until a vaccine for coronavirus is found.

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.

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.

Abstract copyright UK Data Service and data collection copyright owner.

In response to the Covid-19 pandemic, schools in England closed their buildings to all but vulnerable pupils and the children of key workers on 20 March 2020, representing an unprecedented disruption to the education of children and young people. This project explores schools' responses to the Covid-19 emergency and the impact this is having on pupils and teachers. Data will be collected via two school surveys, each administered to the National Foundation for Educational Research (NFER) Teacher Voice panel, and all remaining publicly-funded mainstream primary and secondary schools in England. The survey is offered for completion by a senior leader and a number of teachers within each school. The first survey (Wave 1) was administered in schools between 7 and 17 May 2020. The second (Wave 2), focused on the challenges schools would face from September, and was administered between 8 and 15 July.

Further information and research findings may be found on the NFER Schools' responses to Covid-19 webpage.

Latest edition information
For the second edition (December 2020), data and documentation for Wave 2 were added to the study.

Main Topics:

Senior Leaders' survey:

Wave 1:

• Mechanisms for supporting remote learning
• Curriculum, teaching and learning and assessment via remote learning
• In-school provision for vulnerable children and the children of keyworkers
• Remote support for vulnerable pupils who are not attending school
• Job satisfaction
• Preparing schools for opening more fully
• Personal characteristics

Wave 2:

• The school’s provision during the Covid-19 crisis
• 'Catch-up' arrangements
• Preparing for the new school year
• Staffing in the school
• Personal characteristics

Teachers' survey:

Wave 1:

• Mechanisms for supporting remote learning
• Curriculum, teaching and learning
• Provision for vulnerable children and the children of keyworkers
• Job satisfaction
• Personal characteristics

Wave 2:

• Questions about teaching and learning during the Covid-19 crisis
• Identifying pupils' needs and deciding where support is most needed
• Personal characteristics