[Reading Science] The Global 'Pandemic Generation' Actually Struggles with Studying

Research from Oxford University, UK
1-Year Learning Achievement Drops by 35%
Greater Impact on Math than Reading
"Neglect May Lead to Difficulties Entering the Labor Market"

Children who attended school during the COVID-19 pandemic experienced a drop in academic achievement of over 30%, with mathematics being particularly hard hit. It was noted that recovery would not be easy, and there are concerns that these generations may suffer significant disadvantages when entering the labor market in the future.

Reference photo. Not related to the article.

A research team from the University of Oxford in the UK published these findings on the 30th (local time) in the international academic journal Nature Human Behaviour. The spread of COVID-19 is considered one of the greatest disasters historically to have adversely affected school education. Due to school closures, 95% of students worldwide were unable to engage in regular learning for a significant period. UNESCO estimates that in-person classes were suspended for an average of about 3.5 months during the pandemic. Even after schools reopened, classes were replaced by online learning for some time.

The research team screened 5,997 studies examining the impact of the pandemic on education. They measured the extent of learning loss (differences in test scores) caused by the pandemic and assessed the degree of loss in knowledge and skills already acquired before the pandemic. Specifically, they analyzed 291 estimates of learning loss from 42 studies conducted in 15 upper-middle-income and high-income countries, including the United States, the UK, Australia, Belgium, Brazil, and Denmark.

The results showed that school-aged children across all grade levels lost about 35% of the academic achievement they would typically gain in one school year during the pandemic. Notably, this learning gap had not recovered as of May 2022. By subject, losses were greater in mathematics, which is more difficult for parents to assist with, and relatively less in reading comprehension. On the other hand, children became more familiar with the digital world, including cyberspace and technical terminology, through online classes. This was influenced not only by school closures but also by differences in home learning environments. Children with better access to computers, internet connections, and other learning materials and equipment experienced less learning loss, whereas those from socioeconomically vulnerable backgrounds suffered greater losses. Globally, socioeconomic learning disparities have deepened.

This is not a simple issue. Professor Bastian Betth?user of the University of Oxford, who participated in the study, stated, "For the generation that attended school during the pandemic, this will become a real-world problem," and warned, "If unresolved, this generation will face serious negative impacts in the labor market due to learning loss."

There is also analysis suggesting that significant efforts are needed in the education field to compensate for these intergenerational and socioeconomic learning gaps. Amanda Nitsche, a professor at Johns Hopkins University in the United States, wrote in the international academic journal Nature, "Children who were already suffering before the pandemic (those from poor backgrounds) have become even more disadvantaged and are receiving less support for recovery," adding, "Making up for learning loss will not be a matter of 1 to 2 years but will take about 10 years and will require many changes in school education."