Langue(s) : anglais 

The impact of the COVID-19 pandemic on children's socioemotional well-being and attainment during the Reception Year

Auteur(s) :  Louise Tracey, Claudine Bowyer-Crane, Sara Bonetti, Dea Nielsen, Katrina D'Apice, Sarah Compton

Editeur(s) :  Education Policy Institute

Date :  05/2022

 

Using a sample of Early Years Foundation Stage data, the researchers assessed the impact of the pandemic on the development of children who were in Reception class for the school year that ran from 2020-21.

• The proportion of children reaching the expected levels in all areas – communication and language, physical development, literacy, maths, and personal, social and emotional development – was 59% in 2021, compared to 72% for the 2019 cohort.
• This difference is equivalent to, on average, three more children in every classroom not reaching the expected levels by the end of the school year.   

The findings are supported by surveys of schools asking them about their pupils’ development.

• When this cohort of children started school in 2020, over three-quarters (76%) reported that they needed more support than those starting school before the pandemic.
• This had fallen to just over half (56%) by the end of the school year. 

Télécharger le document :  https://d2tic4wvo1iusb.cloudfront.net/.../EEF-School-Starters.pdf?v=1652814985

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mot(s) clé(s) :  santé et bien-être, situation de crise et pandémie