Abstract
The Covid-19 lockdown measures in Wales, from March 2020, led to school closures resulting in online educational provision, a diverse but restricted formal educational delivery, limited engagement with schools and teachers, and inconsistent interaction with the curricular provision. This led subsequently to a national debate on learning loss and pupils’ limited curricular progress during the school closure periods. This chapter, based on data collected for a Welsh Government-funded report published in 2022, directly investigates the learning experiences and perceptions of pupils and families during the school closures. Data indicates that whilst curricular loss was clearly evident, and that it was a period of significant personal and public uncertainty, disturbance and negative impact, there is evidence of a different type of learning happening, where children, young people and their families engaged in learning that was extra-curricular, community-oriented and provided experiences and knowledge that were beneficial and character-building for many. These experiences were not limited to children and young people; parents, carers, teachers and others significantly benefited from new knowledge and learning experiences also.
Original language | English |
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Title of host publication | Global perspectives on recovery from learning disruption: Educational responses to the covid-19 pandemic |
Publisher | Bloomsbury |
Publication status | Accepted/In press - 2025 |