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Vulnerable learners in the age of COVID-19: A scoping review

Journal Article


Abstract


  • This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.

Publication Date


  • 2021

Citation


  • Drane, C. F., Vernon, L., & O’Shea, S. (2021). Vulnerable learners in the age of COVID-19: A scoping review. Australian Educational Researcher, 48(4), 585-604. doi:10.1007/s13384-020-00409-5

Scopus Eid


  • 2-s2.0-85096778314

Start Page


  • 585

End Page


  • 604

Volume


  • 48

Issue


  • 4

Abstract


  • This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.

Publication Date


  • 2021

Citation


  • Drane, C. F., Vernon, L., & O’Shea, S. (2021). Vulnerable learners in the age of COVID-19: A scoping review. Australian Educational Researcher, 48(4), 585-604. doi:10.1007/s13384-020-00409-5

Scopus Eid


  • 2-s2.0-85096778314

Start Page


  • 585

End Page


  • 604

Volume


  • 48

Issue


  • 4