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.
Keywords
COVID-19 pandemic, Disadvantage, Education, Scoping review, Vulnerable young people
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