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Goudeau S, Sanrey C, Stanczak A, et al. Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nat Hum Behav. 2021;5(10):1273-1281doi: 10.1038/s41562-021-01212-7.
Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A., & Darnon, C. (2021). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature human behaviour, 5(10), 1273-1281. https://doi.org/10.1038/s41562-021-01212-7
Goudeau, Sébastien, et al. "Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap." Nature human behaviour vol. 5,10 (2021): 1273-1281. doi: https://doi.org/10.1038/s41562-021-01212-7
Goudeau S, Sanrey C, Stanczak A, Manstead A, Darnon C. Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nat Hum Behav. 2021 Oct;5(10):1273-1281. doi: 10.1038/s41562-021-01212-7. Epub 2021 Sep 27. PMID: 34580440.
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Nat Hum Behav. 2021 Oct;5(10):1273-1281. doi: 10.1038/s41562-021-01212-7. Epub 2021 Sep 27.

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap.

Nature human behaviour

Sébastien Goudeau, Camille Sanrey, Arnaud Stanczak, Antony Manstead, Céline Darnon

Affiliations

  1. Université de Poitiers, CNRS, CeRCA, Centre de Recherches sur la Cognition et l'Apprentissage, Poitiers, France. [email protected].
  2. Université de Poitiers, CNRS, CeRCA, Centre de Recherches sur la Cognition et l'Apprentissage, Poitiers, France.
  3. Université Clermont Auvergne, CNRS, LAPSCO, Laboratoire de Psychologie Sociale et Cognitive, Clermont-Ferrand, France.
  4. School of Psychology, Cardiff University, Cardiff, UK.

PMID: 34580440 DOI: 10.1038/s41562-021-01212-7

Abstract

The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.

© 2021. Springer Nature Limited.

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