Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.

Automated summary

The COVID-19 pandemic has led to a shift in education towards distance learning, with teachers and parents playing crucial roles in facilitating this transition. However, this shift has exacerbated social class academic disparities, highlighting the need for further research and recommendations to address the impact of distance learning on educational inequality based on social class.