Learning impacts on elementary education students during physical and social distancing due COVID-19

Barbosa, Alexandre Lucas de Araújo; Anjos, Ana Beatriz Leite dos; Azoni, Cíntia Alves Salgado

doi:10.1590/2317-1782/20212020373

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Critical Review or Scoping Review • CoDAS 34 (4) • 2022 • https://doi.org/10.1590/2317-1782/20212020373 linkcopy

Learning impacts on elementary education students during physical and social distancing due COVID-19

Authorship SCIMAGO INSTITUTIONS RANKINGS

The social and physical isolation caused by COVID-19 changed the world’s educational reality. This article aimed to identify publications in the world literature that report the impacts of such isolation on the learning process of children and adolescents in elementary education. The results showed that among the fourteen studies analyzed, there is an alert to the students in situations of social vulnerability, with the worse repercussions on girls at risk for early pregnancy and overload of domestic work, as well as academic losses due to the absence of food in the school context of those who depends on the school to survive. There are still few studies that give direction to students with educational special needs and, in Brazil, there are no studies correlating the learning process with elementary education students during the COVID-19 pandemic.

Keywords
COVID-19; Learning; Neurodevelopmental Disorders; Reading; Students

Reference	Population	Impact on learning
Frenette et al.⁽¹³⁾	Individuals below 18 years of age	Internet access difficulties; small number of devices available; learning gaps; reduced class time
Young and Donovan⁽¹⁴⁾	Students with special education needs	Students with severe disorders may face difficulties regarding their needs; severe difficulties derived from family environment; self-regulation difficulties during class; greater use of assistance technologies
Russell⁽¹⁵⁾	Students from children’s education to undergraduate	Disadvantages for students of low socioeconomic level and of rural areas; learning gaps; anxiety at the new teaching-learning configuration
Sevilla Vallejo e Ceballos Marón⁽¹⁶⁾	Students at elementary education	Avoiding school activities; difficulties in understanding activities; reading difficulties (vocabulary and text comprehension)
Jæger and Blaabaek⁽¹⁷⁾	Students between 0 and 16 years of age	Families of low socioeconomic level tend to borrow fewer books from the library
Fitzgerald et al.⁽¹⁸⁾	Students at elementary school I	Use of remote teaching; probable damages regarding literacy and numeracy
The WHO-UNICEF-Lancet Commissioners⁽¹⁹⁾	Vulnerable students	Learning gaps; school dropout due to children’s pregnancy indices
Burzynska and Contreras⁽²⁰⁾	Female students	School dropout due to early pregnancy, sexual exploitation, and forced marriage; less time dedicated to studies due to domestic labor
Armitage and Nellums⁽²¹⁾	Students of teaching children’s	Severe inequalities of access to education; school dropout due to children’s labor, violence against children, and early pregnancy
Khattab et al.⁽²²⁾	Students at children’s education	Damage to “at risk” children; inequalities of access to internet and technological devices;
Van Lancker and Parolin⁽²³⁾	Socioeconomic vulnerable students	Food insecurity leading to academic damages; inequalities of access between low and high-income classes; inadequate domestic environment for classes
Spaull⁽²⁴⁾	South-African students	Difficulties of access to technology and education materials
Tran et al.⁽²⁵⁾	Students at elementary education	Students at school public dedicate less time to study during the pandemic
Khattar et al.⁽²⁶⁾	Indian students	Difficulty to adapting to online education

Type of impact	Studies
Difficulties in accessing technological resources	Frenette et al.⁽¹³⁾; Fitzgerald et al.⁽¹⁸⁾; Khattab et al.⁽²²⁾; Spaull⁽²⁴⁾
Gender inequality	The WHO-UNICEF-Lancet Commissioners⁽¹⁹⁾; Burzynska and Contreras⁽²⁰⁾; Armitage and Nellums⁽²¹⁾
Students with special education needs (SEN)	Young and Donovan⁽¹⁴⁾
Socioeconomic issues	Russell⁽¹⁵⁾; Jæger e Blaabaek⁽¹⁷⁾; Armitage and Nellums⁽²¹⁾; Van Lancker and Parolin⁽²³⁾
Difficulties in adapting to online education	Khattar et al.⁽²⁶⁾; Tran et al.⁽²⁵⁾; Sevilla Vallejo e Ceballos Marón⁽¹⁶⁾

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