AUTHOR=Blackwell Courtney K. , Mansolf Maxwell , Deoni Sean C. L. , Ganiban Jody M. , Leve Leslie D. , Margolis Amy E. , McGrath Monica , Nozadi Sara S. , O’Shea T. Michael , Sherlock Phillip , Zhao Qi , LeWinn Kaja Z. , on behalf of program collaborators for Environmental influences on Child Health Outcomes Program TITLE=The impact of COVID-19 school disruptions on children’s learning JOURNAL=Frontiers in Education VOLUME=Volume 9 - 2024 YEAR=2024 URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1295910 DOI=10.3389/feduc.2024.1295910 ISSN=2504-284X ABSTRACT=Introduction

National health policies to stop the spread of the COVID-19 virus in the US resulted in widespread school closures and disrupted learning in Spring 2020.

Methods

This study draws on unique individual-level data from n = 282 5–12 year olds enrolled in the NIH Environmental influences on Child Health Outcomes (ECHO) Research Program to investigate associations between caregiver-reported duration of Spring 2020 learning disruptions and academic achievement.

Results

Linear regression analyses estimated that children who experienced more than 4 weeks of instruction disruptions in Spring 2020 scored 4.5 points [95% CI: −8.77, −0.22] lower on age-normed math assessments compared to peers who had four or fewer weeks of disruption, adjusting for sociodemographic variables, pre-pandemic vocabulary, and COVID-19 family hardships and stress. No differences were found for reading. Children whose caregivers had higher levels of pandemic-related traumatic stress and lower educational attainment also had lower math scores, adjusting for all other covariates.

Discussion

Results suggest educators and schools focus additional attention on supporting math instruction for children who experienced extended learning disruptions.