Hi,

A holistic approach to education – that addresses students’ learning, social and emotional needs – is crucial, especially in times of crisis. School closures related to the current COVID-19 pandemic mean that students from diverse backgrounds who are more at risk of increased vulnerability are less likely to receive the support and extra services they need, and the gap between students that experience additional barriers and that do not might widen. Closures can also have considerable effects on students’ sense of belonging to schools and their feelings of self-worth – these are key for inclusion in education.

This Policy Brief describes OECD Member Countries’ initiatives to address the different needs of vulnerable students during the COVID-19 pandemic. Beyond school closures, it also examines the issue of school re-openings by presenting countries’ current measures and providing policy pointers aimed to ensure that the pandemic does not further hinder the inclusion of vulnerable students in education systems. Ensuring that students’ social and emotional needs are being met and that the most vulnerable continue to receive extra services are challenges for governments and schools. During school closures, various countries have attempted to respond to the well-being needs of different vulnerable student groups. Students’ sense of belonging to the school community may be lost unless they can keep in touch for learning, but also social activities, such as virtual games and reading buddies, via online resources like Zoom. The lack of social contact can be particularly impactful for vulnerable students: those with broken families, abusive families, in foster care, suffering from food insecurity or lacking housing.

Hope this helps.