Impact of the COVID-19 pandemic on education
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The COVID-19 pandemic affected educational systems across the world. The number of cases of COVID-19 started to rise in March 2020 and many educational institutions and universities underwent closure. Most countries decided to temporarily close the educational institutions in order to reduce the spread of COVID-19. UNESCO estimates that at the height of the closures in April 2020, national educational shutdowns affected nearly 1.6 billion students in 200 countries: 94% of the student population and one-fifth of the global population.
Closures are estimated to have lasted for an average of 41 weeks (10.3 months). They have had significant negative effects on student learning, which are predicted to have substantial long-term implications for both education and earnings, with disproportionate effects. The lockdowns more highly affected already disadvantaged students, and students in low and middle income nations.
During the pandemic, education budgets and official aid program budgets for education had decreased. Scarcer education options impacted people with few financial resources, while those with more found education. New online programs shifted the labor of education from schools to families and individuals, and consequently, people everywhere who relied on schools rather than computers and homeschooling had more difficulty. Early childhood education and care as well as school closures impacted students, teachers, and families, and far-reaching economic and societal consequences are expected.
School closures shed light on various social and economic issues, including student debt, digital learning, food security, and homelessness, as well as access to childcare, health care, housing, internet, and disability services. The impact was more severe for disadvantaged children and their families, causing interrupted learning, compromised nutrition, childcare problems, and consequent economic cost to families who could not work.
In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education. In 2020, UNESCO estimated that nearly 24 million will dropout, with South Asia and Western Asia being the most affected.
As of early 2025, academic recovery from pandemic-related disruptions remained slow and uneven across many regions. While some data indicated modest gains in mathematics proficiency since 2022, progress in reading often lagged significantly or showed continued decline in certain areas. Experts noted that, at current rates, full academic recovery could take several more years, with average student achievement still behind pre-pandemic levels.