Document Type

Journal Article

Publication Title

Australian Educational Researcher

Publisher

Springer

School

School of Education

RAS ID

32549

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

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.

DOI

10.1007/s13384-020-00409-5

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Research Themes

Society and Culture

Priority Areas

Diverse, equitable, informed and productive communities, schools and workplaces

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