Abstract
© 2020, The Author(s). This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.
Document Type
Journal Article
Date of Publication
2021
Publication Title
Australian Educational Researcher
Publisher
Springer
School
School of Education
RAS ID
32549
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Accessibility Commons, Educational Methods Commons, Educational Sociology Commons, Educational Technology Commons
Comments
Drane, C. F., Vernon, L., & O’Shea, S. (2021). Vulnerable learners in the age of COVID-19: A scoping review. The Australian Educational Researcher, 44(5), 585-604. https://doi.org/10.1007/s13384-020-00409-5