Over the past 10 months national and local restrictions have resulted in disrupted schooling across the country. However, not all learners have experienced the same level of disruption.
An analysis from the Education Policy Institute (Sibieta, 2020) has shown that there is a correlation between attendance and low socio-economic status suggesting that disadvantaged pupils are at greater risk of missing learning opportunities.
Disruption and closures will have affected learners who use English as an additional language (EAL) who typically also face added linguistic and systemic barriers.
Previous articles in this series
As outlined in the first article in this series, published in October, the EAL learners for whom lockdown is likely to have had the greatest impact include:
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