Our research is based on the information provided by 374 children from 71 schools who participated in the study both before and during school closures. Remote learning required access to technologies that may have not been available to all students, and different levels of support may also have been provided by different schools. They are also likely to have increased inequalities in education. School closures during the pandemic disrupted children’s learning and social development. Another reason could be that the child-reported family affluence questions did not fully capture socio-economic status. One reason for this could be that children whose parents were on furlough or lost their jobs during the pandemic were more available to help with schoolwork. However, we did not find differences in engagement according to family socio-economic status. We found that Irish primary school children were more engaged with remote learning during the spring 2020 lockdown if they had access to adequate equipment, help, and resources for home schooling. ![]() This is a useful indicator of children’s overall experiences of learning because it captures the extent to which they like school. Our research looked at children’s emotional engagement with school. This project collected data from eight- and nine-year-old children both before the pandemic, in spring and summer 2019, and during the pandemic, from May to July 2020. I and other researchers have been tracking the impact of the pandemic on the education and wellbeing of children in Ireland through the nationwide Children’s School Lives (CSL) study. School children lost 141 days of face-to-face instruction during the 2019-2020 academic year. Children in Ireland experienced one of the longest school closures among rich countries during the first wave of the pandemic.
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