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.

During the UK's coronavirus lockdown in 2020, music teaching for many students switched to online classes; In May, 87 percent of instrumental music teachers surveyed said that they had been able to effectively adapt to online teaching. Of those, 39 percent reported that their learners had made better progress than had they been taking classes in person as normal.

The Student Survey measures students’ backgrounds, knowledge, aspirations, satisfaction, and perception of their classroom environment. It also measures teaching quality and the impact of lockdowns and remote learning on education during the COVID-19 pandemic, as well as the support provided by schools through online services or other means, and the time allocated for learning. The 60-minute student interviews were conducted in a private setting, either at the student's home or a location where the student was comfortable answering the survey questions. The survey consisted of two parts: survey questions and a Life History Calendar (LHC). The interview was conducted in Nepali using a computer-assisted personal interviewing program. The LHC, including the COVID calendar, was designed in paper and pencil format. Out of 2858 eligible students, 2053 students completed the survey resulting in a response rate of 72%.

The Parent Survey includes household-level measures of household size, composition, socio-economic background (ethnicity, social status), education, occupation, wealth, assets, and income; challenges faced by parents of school children during the COVID-19 pandemic and its impacts on education; and responses and actions the school undertook for the students and their education. The survey also includes individual-level measures such as parents’ perceptions of teaching quality, parental action related to gathering information about alternative schools, barriers/facilitators to exercising school choice, and awareness and participation in civil society organizations seeking to influence governance of education. The 60-minute parent interviews were conducted in a private setting, either at the respondent's home or a location where the respondent was comfortable answering the survey questions. This survey consisted of two parts: the survey questions and the Life History Calendar (LHC). The interview was conducted in Nepali using a computer-assisted personal interviewing program. The LHC, including the COVID calendar, was designed in paper and pencil format. Out of 2418 eligible parents, 2079 parents completed the survey resulting in a response rate of 86%.

The School Management Committee (SMC) survey includes assessments of the SMC's (for public schools) or the school board’s (for private schools) duties and responsibilities, particularly focusing on their actions and responses during the COVID-19 pandemic. It measures various aspects of their accountability, including delegation of tasks, management, performance evaluation, information dissemination, pandemic response strategies, and enforcement of policies to ensure the effective functioning of the school amidst the challenges posed by COVID-19. Out of 91 eligible chairpersons, 89 chairpersons completed this survey resulting in a response rate of 98%.

The Head Teacher data consists of two parts: the survey data and the COVID-19 school calendar data. The data includes measures of the principal's performance, information, and enforcement; actions taken by the school amidst the challenges posed by the COVID-19 pandemic; the management of classes; interactions with students; and the overall operational decisions made to ensure the smooth functioning of the educational institution during COVID-19. Out of 95 eligible head teachers, 89 head teachers completed the survey resulting in a response rate of 94%.

This augmentation project will enrich the parent project data funded by DFID-ESRC by adding measures of public expenditure and conducting a follow-up survey of schools, school management committees, and a sub set of students and parents from the parent project. The parent project has already made significant contribution to Nepali school education by developing and testing a set of tools to gather information about school performance and student educational outcomes.

Analysis of these data revealed strong associations between student learning and accountability measures such as parents' knowledge, engagement, and empowerment. However, because of the ongoing transition in Nepal's governance structure from a centralized to a local governance system, including in the education sector, it was not feasible to collect information about public expenditure and service delivery during the parent project. The lack of these important accountability measures has limited our findings. Additionally, since the parent project was completed, COVID-19 related school closures have dramatically changed the learning environment for schools, parents, and students. This change has been disruptive, negatively affecting some schools and students more than others. To enhance our social accountability measures and inform our understanding of how COVID-19 intersects with social accountability and student learning we propose the following four aims:

Aim One. Conduct a public expenditure tracking and service delivery survey and in-depth interview with representatives of local government bodies to add expenditure data to our measures of social accountability.

Aim Two. Conduct follow-up phone surveys with students, parents, school principals, and School Management Committees/School Boards (SMC/SB) that participated in the parent study to understand how COVID-19 related school disruptions have affected them and how disruptions have impacted student learning.

Aim Three. Collect School Education Examination (SEE) scores from Bharatpur Metropolitan City (BMC). This national exam taken at the end of grade 10 will be administered to students in our sample in March 2021.

Aim Four. Link the newly collected data with existing student, parent, and school-level data to estimate the effect of school disruptions and accountability during COVID-19 on student education outcomes. In particular, we will explore how dropout rates, attendance rates, and student achievement (SEE scores) have changed after COVID-19 compared to before the pandemic. We will consider factors like learning environment and support structures at home and school. We will also explore different school coping strategies and whether these strategies are correlated with accountability measures.

We will investigate how school disruptions have a greater negative impact on some students more than others by conducting our analyses among sub-groups of students. For example, we will compare males and females, advantaged and disadvantaged ethnic groups, students with highly educated and less educated parents, students with and without parents who are international migrants, and students who performed well in earlier assessments compared to those who did not perform well.

This study will generate important scientific resources including: (1) measures of public expenditure tracking in a low income context; (2) follow-up measures of accountability from schools, school management committees, parents, and students; and (3) scientific advancement in our understanding of the relationship between accountability and students' achievement during COVID-19. We will make these findings widely available to scientists and policy makers through local dissemination workshops to share findings of the study, making the data publicly available through ICPSR and the UK Data Service, and through presentations at national and international conferences and publications in scientific articles and policy brief.

In January 2021, the Google Classroom application was downloaded more ******* times in the United Kingdom, which was a peak for downloads of this app during the provided time period. The closure of UK schools due to the Coronavirus pandemic at this time resulted in teachers and students having to learn remotely, and explains the sharp upticks in downloads seen in January 2021 and March 2020.

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.

This includes all the datasets that were collected as part of the main randomized controlled trial (RCT) by the RISE Tanzania team.

This study assessed the acceptability of virtual teaching in an online objective structured clinical examination (OSCE) series and its role in future education. Six surgical OSCE stations were designed, covering common surgical topics, with specific tasks testing data interpretation, clinical knowledge, and communication skills. These were delivered via Zoom to students who participated in student/patient/examiner role-play. Feedback was collected by asking students to compare online teaching with previous experiences of in-person teaching.

The Evidence for Equality National Survey (EVENS) is a national survey that documents the experiences and attitudes of ethnic and religious minorities in Britain. EVENS was developed by the Centre on the Dynamics of Ethnicity (CoDE) in response to the disproportionate impacts of COVID-19 and is the largest and most comprehensive survey of the lives of ethnic and religious minorities in Britain for more than 25 years. EVENS used pioneering, robust survey methods to collect data in 2021 from 14,200 participants of whom 9,700 identify as from an ethnic or religious minority. The EVENS main dataset, which is available from the UK Data Service under SN 9116, covers a large number of topics including racism and discrimination, education, employment, housing and community, health, ethnic and religious identity, and social and political participation.

The EVENS Teaching Dataset provides a selection of variables in an accessible form to support the use of EVENS in teaching across a range of subjects and levels of study. The dataset includes demographic data and variables to support the analysis of:

• racism and belonging
• health and well-being during COVID-19
• political attitudes and trust.

The Covid in Cartoons project engaged 15-18 year olds with political cartoons and cartoonists to foster processes of meaning-making in relation to the pandemic. Working with Cartooning for Peace and ShoutOut UK we engaged young people in building critical narratives of the crisis and its impact on their lives. We aimed to promote an inclusive, socially-responsive curriculum that supports young people's ability to cope in difficult circumstances. We used surveys, focus groups, and records of the participants' experiences in the form of workbooks to gather data. The project was led by Dr Fransiska Louwagie (PI) and Dr Diane Levine (Co-I), with postdoctoral associates Dr Kara Blackmore and Dr Sarah Weidman, and ran between January 2021 and July 2022. During the focus groups, Covid in Cartoons participants contributed to co-building a dictionary of words they felt were important in reflecting their Covid experience, and their responses to that experience.

Covid-19 pandemic and living arrangements for students. Results displayed in percentages.

Level of learning affected by Covid-19. Results displayed in percentages.

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.

Public sector workers across several United Kingdom government departments were awarded a pay rise in 2020, in recognition of their contribution to fighting the Coronavirus pandemic, with teachers and doctors being awarded the highest increase at 3.1 and 2.8 percent respectively.

Social life consequences of the Covid-19 pandemic. Results displayed in percentages.

Participants pathway to resilience at the height of the Covid-19 pandemic. Results displayed in percentages.

Higher education in biosciences is substantiallyinformed by hands-on field trips and practical laboratory skills-training. With the first Covid-19 national lock-down in England in March 2020, on-campus education at higher education institutions was swiftly moved to alternative provisions, including online only options, a mix of synchronous or asynchronous blended, or hybrid adaptions. Students enrolled on an undergraduate bioscience programme have been faced with unprecedented changes and interruptions to their education. This study aimed to evaluate bioscience students’ ability to adjust to a fast-evolving learning environment and to capture students’ journey building up resilience and graduate attributes. A total of 317 Bioscience undergraduate students in years 1–3 at the biology department at a northwest English university participated in this anonymous, cross-sectional, mixed-method study with open and closed questions evaluating their perception and feedback to remote and blended learning provisions during the Covid-19 pandemic and post pandemic learning capturing academic years 2019/20–2022/23. The Covid-19 pandemic and the consequent restriction of personal social interaction resulted in an significant decrease in the mental wellbeing of undergraduate bioscience students in this study, cumulating in poor or very poor self-rating of wellbeing in spring 2021; while at the same time students showed evidence of advanced adaption to the new learning and social environment by acquisition of additional technical, social and professional graduate-level skills. Post pandemic, bioscience students worry about the increased living costs and are strongly in favour of a mixture of face-to-face and blended learning approaches. Our results show that bioscience students can self-report poor mental health while developing resilience, indicating tailored support can aid in developing students’ resilience. Students have adjusted with ease to digital teaching provisions and now expect higher education institutions continue to offer both, face-to-face, and blended teaching, reducing the burden on students’ notably risen living costs.