Research Study 2

The research study

Welsh Government awarded a grant in June 2020 to a research team from the universities of Aberystwyth and Bangor and the University of Wales Trinity Saint David to undertake this study.

Research area

Drawing upon evidence from a small sample of schools, the research reports on the experience of learners, parents/carers, teachers and leaders during the spring, summer and autumn of 2020, and the very early months of 2021.

Methodology

Building upon a review of previous evidence in this area, the research team undertook interviews, focus groups, surveys and learner engagement work in 12 schools across Wales. The sample was constructed to include a disproportionate number of schools catering for learners who had additional learning needs.

Main findings

General

1. In general, many learners adapted well to the change to online learning and some benefitted from a different learning experience. However, effects of the pandemic led to a variety of disadvantages being experienced by all learners and this was substantially exacerbated in the case of some.
2. The disadvantages experienced by more vulnerable learners were rarely new, but the situation arising from the pandemic made them more evident.

Specific

1. While the quality of technology-based learning and the ability of learners to adapt to this new context developed apace as the lockdown continued, the inequities in access experienced by some learners to appropriate hardware and internet connectivity were persistently significant barriers.
2. The importance of learners experiencing a supportive environment for learning at home grew during the pandemic. Some parents/carers were able to support their children; however, for many reasons others were not, to the detriment of those children’s learning.
3. Although there was variation in the nature of provision, all schools attempted to support the pastoral and learning needs of learners, including those who were most vulnerable.
4. While schools and local authorities worked hard to maintain access to specialist support services for learners and their families, many, particularly the most vulnerable, faced challenges in accessing them.
5. Schools played a major role in supporting the mental health and wellbeing needs of learners and their families.
6. Overall, while the experience of lockdown led to many learners not making the curricular learning gains they would have ordinarily, others flourished through the increased independence they were provided with and the support their parents/carers were able to offer.

Recommendations

1. The experience of the education system in Wales during the pandemic should inform both the immediate response of the education system and planning for any future disruption in a range of areas including the:

• use of blended and distance learning and the training and resources required for teachers, learners and parents/carers
• importance of the home learning environment and home–school relationships, including in bilingual contexts
• need for an increased emphasis on mental health and wellbeing and the monitoring of this both inside schools and in the home environment
• importance of specialist support services

2. Developing independent and resilient learners should be a key objective of the new school curriculum.
3. Schools should become support hubs for the most disadvantaged and vulnerable learners, working closely with local authority specialist services.
4. Further research should be undertaken to identify and integrate the most effective strategies for blended and distance learning that were developed during the pandemic.
5. Current provision in initial teacher education should be enhanced through greater coverage of areas such as the home learning environment, home–school relationships, blended and distance learning, additional learning needs and mental health and wellbeing.

Further information

The full research report will be published in the summer of 2021 in the NSERE area of Hwb. For further information contact jane.waters@uwtsd.ac.uk