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

Authors
  • Goudeau, Sébastien1
  • Sanrey, Camille1
  • Stanczak, Arnaud2
  • Manstead, Antony3
  • Darnon, Céline2
  • 1 Université de Poitiers, CNRS, CeRCA, Centre de Recherches sur la Cognition et l’Apprentissage, Poitiers, France , Poitiers (France)
  • 2 Université Clermont Auvergne, CNRS, LAPSCO, Laboratoire de Psychologie Sociale et Cognitive, Clermont-Ferrand, France , Clermont-Ferrand (France)
  • 3 Cardiff University, Cardiff, UK , Cardiff (United Kingdom)
Type
Published Article
Journal
Nature Human Behaviour
Publisher
Nature Publishing Group UK
Publication Date
Sep 27, 2021
Volume
5
Issue
10
Pages
1273–1281
Identifiers
DOI: 10.1038/s41562-021-01212-7
Source
Springer Nature
Disciplines
  • review-article
License
Yellow

Abstract

The COVID-19 pandemic led to school closures and distance learning that are likely to exacerbate social class academic disparities. This Review presents an agenda for future research and outlines recommendations to help parents, teachers and policymakers to limit the impact of school closures.

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