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Four priorities for school systems
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‘Cognitive wobble.’ After two years of learning disruptions, students are working to catch up academically. Teachers and educational experts believe that now is the time for students to embrace struggling in the classroom. Indeed, one ingredient that hastens learning is when a person strives to be challenged, according to academic research. “My purpose is creating confusion, or cognitive wobble,” says one education company leader. “Like when you are learning to ride a bike and it wobbles—I am trying to create that mental wobble, so they have to think about it more.” [NYT] |
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Ongoing school closures. More than 400 million students in 23 countries are still unable to fully return to school because of COVID-19-related closures, according to a new report from UNICEF. The humanitarian organization says that close to 150 million kids have been absent from half or more of their in-person learning. Even when schools have reopened, some students—girls in particular—have not returned. Catherine Russell, executive director of UNICEF, says that she worries most for children who drop out of school and become susceptible to exploitation. [BBC] |
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The cost of learning loss. Disrupted learning affects everyone, not just students. When lower levels of learning curb students’ potential for future earnings, that can reduce economic productivity. McKinsey analysis reveals that by 2040, COVID-19-related unfinished learning could cost the world economy $1.6 trillion each year. Academic losses have coincided with rising reports of mental-health struggles and violence against kids. School systems that act decisively can help students recover from academic losses and support emotional health. |
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Worldwide learning losses. As of January 2022, students worldwide have lost eight months of learning since the COVID-19 pandemic began, McKinsey analysis suggests. There are big differences across regions and countries. In the Caribbean, Latin America, and South Asia, students may have lost more than a year of learning, while in Europe and North America, students might be an average of four months behind. See our report for four priorities that school systems can consider as they support students in recovery and beyond. |
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| — Edited by Belinda Yu |
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