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.

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.

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.

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.

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

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.

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

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 

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

Descriptive characteristics of gender division of unpaid care worka.

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.

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

This study sought to assess the impact of COVID-19 and social isolation on young people's experiences of online sexual risks and gendered harms during a period of increased reliance on screens. Through surveys, and focus group interviews with young people (ages 13-21) and parents/carers, and teachers, the study addressed gaps in knowledge by exploring young people's differing experiences of online sexual harassment during Covid-19, in relation to gender (girls, boys, gender non-conforming), sexuality (LGBTQI+) and other intersecting identities. Survey: We administered an online survey to 551 teens of all genders (aged 13-18), 72 parents/carers, and 47 teachers, safeguarding leads and/or school staff across schools in England. These surveys were disseminated between May and September 2021 by our charitable partner, School of Sexuality Education (SSE). The survey for teens asked participants about their experiences of online sexual and gendered risk and harm during COVID-19, and the survey for parents/carers asked participants about their understanding of social media platforms (e.g. TikTok, WhatsApp, Instagram, Snapchat, etc.), and awareness of their children’s experiences of online sexual and gendered risk and harm online during COVID-19. The survey for teachers asked questions around their students’ experiences with a range of digital harassment and abuse (including technology facilitated gender-based violence), any training they received, and if their schools have policies dealing with these issues. Focus Groups and Interviews: Enacting a rigorous mixed methodology we simultaneously used a combination of focus groups and individual interviews with teens, school staff/safeguards, and parents/carers from May-July 2021 immediately following three major UK lockdowns. We conducted 17 focus groups with 65 teens and 29 individual follow-up interviews with this sample in five comprehensive secondary schools across England. The youth focus groups were arranged according to year group and self-identified gender and included two to six participants. Most groups were either all girls or all boys with one mixed gender group aligning to a pre-existing friendship group. Focus groups used arts-based methodologies and began with an ice-breaker activity where participants were asked to write down or draw something positive and negative about social media (including gaming platforms), using templates we provided. Template options included blank display screens of Instagram, Snapchat, TikTok, Yubo, WhatsApp, YouTube, Twitter, and PS5. After 5 to 10 minutes, participants took turns describing to the group what they wrote down. The researchers then used a focus group guide to ask questions, covering topics related to teens’ online experiences of risk and harm during COVID-19, as well as the gendered dynamics of these experiences. Following the focus groups, we provided teens with the opportunity to participate in follow-up individual interviews, where we elicited more detailed accounts of topics discussed in the focus groups. In addition, we conducted a total of 17 interviews with teachers, safeguarding leads and/or school staff in the five research schools. Interviews were designed to inform policy guidance for teachers and education associations on how to improve safety procedures and reporting practices for young people. We also conducted four online focus groups with parents/carers, with a total of nine parents/carers using a convenience sample. They were not parents of children from the schools in our study. Focus groups explored parents/carers’ knowledge and awareness of social media platforms, and the extent to which parents/carers felt equipped to support their children around sexually abusive or threatening online experiences they may have had on these popular platforms. After obtaining informed consent, discussions and interviews with students, teachers, and parents/carers were digitally recorded and transcribed verbatim. To ensure confidentiality, participants used pseudonyms, and transcripts were anonymized. The study's central aim is to take this data and develop a set of interactive digital resources that provide accessible and tailored advice and information for young people, teachers, and parents, on how to stay safe online during the pandemic and beyond.