Teachers knew what children needed to recover from the pandemic – but their insights were ignored

By Alice Bradbury, Professor of Sociology of Education, UCL
Gemma Moss, Professor of Literacy, UCL
Sinead Harmey, Associate Professor, Learning & Leadership, UCL

Five years have passed since schools and nurseries closed in England as a result of COVID-19 lockdowns. This unprecedented disruption to children’s normal routines created considerable concern – both at the time and in the years since.

But based on our research into the impact of school closures on children, we believe that many of the long-term effects have been misdiagnosed or ignored. Funding has been channelled in the wrong direction, hampering real recovery.

We…

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