Vulnerable learners in the age of COVID-19: A scoping review
© 2020, The Author(s). 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 co...
| Main Authors: | , , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
SPRINGER
2020
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| Online Access: | http://hdl.handle.net/20.500.11937/82442 |
| _version_ | 1848764511415173120 |
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| author | Drane, Cathy Vernon, Lynette O'Shea, Sarah |
| author_facet | Drane, Cathy Vernon, Lynette O'Shea, Sarah |
| author_sort | Drane, Cathy |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2020, The Author(s).
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. |
| first_indexed | 2025-11-14T11:20:31Z |
| format | Journal Article |
| id | curtin-20.500.11937-82442 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:20:31Z |
| publishDate | 2020 |
| publisher | SPRINGER |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-824422021-03-03T08:08:32Z Vulnerable learners in the age of COVID-19: A scoping review Drane, Cathy Vernon, Lynette O'Shea, Sarah Social Sciences Education & Educational Research COVID-19 pandemic Education Vulnerable young people Disadvantage Scoping review DIGITAL NATIVES SOCIOECONOMIC-STATUS SCHOOL ENGAGEMENT STUDENTS USE TECHNOLOGY MIDDLE ACHIEVEMENT TEACHERS © 2020, The Author(s). 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. 2020 Journal Article http://hdl.handle.net/20.500.11937/82442 10.1007/s13384-020-00409-5 English http://creativecommons.org/licenses/by/4.0/ SPRINGER fulltext |
| spellingShingle | Social Sciences Education & Educational Research COVID-19 pandemic Education Vulnerable young people Disadvantage Scoping review DIGITAL NATIVES SOCIOECONOMIC-STATUS SCHOOL ENGAGEMENT STUDENTS USE TECHNOLOGY MIDDLE ACHIEVEMENT TEACHERS Drane, Cathy Vernon, Lynette O'Shea, Sarah Vulnerable learners in the age of COVID-19: A scoping review |
| title | Vulnerable learners in the age of COVID-19: A scoping review |
| title_full | Vulnerable learners in the age of COVID-19: A scoping review |
| title_fullStr | Vulnerable learners in the age of COVID-19: A scoping review |
| title_full_unstemmed | Vulnerable learners in the age of COVID-19: A scoping review |
| title_short | Vulnerable learners in the age of COVID-19: A scoping review |
| title_sort | vulnerable learners in the age of covid-19: a scoping review |
| topic | Social Sciences Education & Educational Research COVID-19 pandemic Education Vulnerable young people Disadvantage Scoping review DIGITAL NATIVES SOCIOECONOMIC-STATUS SCHOOL ENGAGEMENT STUDENTS USE TECHNOLOGY MIDDLE ACHIEVEMENT TEACHERS |
| url | http://hdl.handle.net/20.500.11937/82442 |