Journal
FISCAL STUDIES
Volume 41, Issue 3, Pages 653-683Publisher
WILEY
DOI: 10.1111/1475-5890.12240
Keywords
COVID-19; education; home learning; inequality
Categories
Funding
- Nuffield Foundation [EDO/FR-000022584]
- European Research Council Consolidator Grant (CoG), SH3, ERC-2017COG through the PARENTIME project
- ESRC [ES/M010147/1]
- European Union Horizon 2020 programme on Dynamics of Inequality across the Life-Course (Dial) [462-16-090]
- Nuffield Foundation via the IFS Deaton Review, 'Inequality in the Twenty-First Century' [WEL/43603]
- ESRC [ES/M010147/1, ES/T014334/1] Funding Source: UKRI
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This paper combines novel data on the time use, home-learning practices and economic circumstances of families with children during the COVID-19 lockdown with pre-lockdown data from the UK Time Use Survey to characterise the time use of children and how it changed during lockdown, and to gauge the extent to which changes in time use and learning practices during this period are likely to reinforce the already large gaps in educational attainment between children from poorer and better-off families. We find considerable heterogeneity in children's learning experiences - amount of time spent learning, activities undertaken during this time and availability of resources to support learning. Concerningly, but perhaps unsurprisingly, this heterogeneity is strongly associated with family income and in some instances more so than before lockdown. Furthermore, our analysis suggests that any impacts of inequalities in time spent learning between poorer and richer children are likely to be compounded by inequalities not only in learning resources available at home, but also in those provided by schools.
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