Inequalities in children’s experiences of home learning during the COVID-19 lockdown in England
Open accessAbstract
This paper combines novel data on the time use, home learning practices and economic circumstances of families with children during the COVID-19 lockdown with pre-lockdown data from the UK Time User Survey to characterise the time use of children and how it changed during lockdown.
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Primary school students in the tenth percentile of the family income distribution did 1 hour and 10 minutes less learning per day than a child from a family in the 90th percentile of the income distribution.
“and 1 hour and 10 minutes less that a child from a family in the 90th percentile of the income distribution.”
From Educational Inequality* (2022) · cites this paper as Andrew et al. (2020)
Primary school students in the tenth percentile of the family income distribution did about 35 minutes less learning per day than those from median-income families.
“Andrew et al. (2020) survey parents in the first period of English school closures and find that primary school students in the tenth percentile of the family income distribution did about 35 minutes less learning per day than those from medianincome families”
From Educational Inequality* (2022) · cites this paper as Andrew et al. (2020)
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Hadi, B. (2022) · Edudikara Jurnal Pendidikan dan Pembelajaran · doi:10.32585/edudikara.v6i4.262 · Cited by 5 · see citing works
(España), U. D. L. L., Rodríguez, L. J. C., Sicilia, G., (España), U. D. L. L., Bethancourt, C., Marrero, G. A., Sánchez, C. N. P., & (España), U. D. L. L. (2020) · doi:10.25145/b.desigualdadeseducativas.2020 · Cited by 4 · see citing works
Parental labour market instability and children's mental health during the pandemic
Cattan, S., Farquharson, C., Krutikova, S., McKendrick, A., & Sevilla, A. (2023) · doi:10.1920/wp/ifs.2023.2123 · Cited by 3 · see citing works
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Michelow, P. M., Fainman, G. M., & Nudelman, G. (2023) · International Journal of African Higher Education · doi:10.6017/ijahe.v10i1.17193 · Cited by 2 · see citing works
Celeste, M. C., Amorin, R., Tibus, J. F., & Cataluňa, M. P. (2024) · Journal for Educators Teachers and Trainers · doi:10.47750/jett.2024.15.01.005 · Cited by 2 · see citing works
Parental Influences on Children’s Academics Work in the Era of COVID-19
Maina, A. W. (2023) · Asian Journal of Education and Social Studies · doi:10.9734/ajess/2023/v48i31068 · Cited by 1 · see citing works
Digital skills of Valencian university students
Irles, D. L., Segura, J., Pedregal, A. M. N., Saumell-Castelló, C., & Akita-Udrea, M. (2022) · International Conference on Higher Education Advances (HEAd) · doi:10.4995/head22.2022.14558
- Authors
- Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A.
- Affiliations
- Institute for Fiscal Studies (GB)
- University College London (GB)
- ORCID
- Publisher
- The IFS
- Published
- 2020-08-17
- OpenAlex
- W4403177053
- Cited by
- 16
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 4 · 2022: 6 · 2021: 2 · 2020: 2
- Type
- report
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Bristol Research (University of Bristol) (submittedVersion)
- Funders
- Nuffield Foundation
- Economic and Social Research Council (ES/M010147/1)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Safety Research › Social impacts of COVID-19
- Social Sciences › Sociology and Political Science › Work-Family Balance Challenges
- Keywords
- home-based learning, COVID-19 lockdown, children's time use, educational inequality, school closures, children's experiences
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