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Learning at Home During COVID-19: Effects on Vulnerable Young Australians Independent Rapid Response Report April 2020

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Learning at Home During COVID-19: Effects on Vulnerable Young Australians Independent Rapid Response Report April 2020 Peter Underwood Centre A partnership between the University of Tasmania and the Tasmanian State Government in association with the Office of the Governor of Tasmania. Learning at home during COVID-19: Effects on vulnerable young Australians Independent Rapid Response Report April 2020 Natalie Brown, Kitty te Riele, Becky Shelley, Jessica Woodroffe Peter Underwood Centre for Educational Attainment University of Tasmania Acknowledgements The Peter Underwood Centre thanks all organisations an individual people who provided insights and support for preparation of this report, in the very short period available. Their support is testimony to their commitment to supporting the education of vulnerable children and young people. The art on the front and back cover has been produced by Tasmanian school students. We are grateful for their creativity. We also acknowledge Peter Underwood Centre and University of Tasmania colleagues who have contributed their time and expertise to this project: Aishah Bakhtiar, Tess Crellin, Shoni Ellis, Oliver Grant, Vikki Iwanicki, Grace Johnston, Subhash Koirala, Megan Lang, Dean Mundey, Sarah Stewart, Melody West Authors The authors form the leadership team of the Peter Underwood Centre, University of Tasmania: Professor Natalie Brown, Director Professor Kitty te Riele, Deputy Director, Research Dr Becky Shelley, Deputy Director Dr Jessica Woodroffe, Coordinator Partner Programs Creative Commons licence This publication is licensed under a Creative Commons Attribution 3.0 Australia Licence. Creative Commons Attribution 3.0 Australia Licence is a standard form license agreement that allows you to copy, distribute, and transmit this publication provided that you attribute the work. The reference for attribution is below. A summary of the licence terms is available from http://creativecommons.org/licenses/by/3.0/au/deed.en. The full licence terms are available from http://creativecommons.org/licenses/by/3.0/au/legalcode. Suggested citation The recommended citation for this report is: Brown, N., Te Riele, K., Shelley, B. & Woodroffe, J. (2020). Learning at home during COVID-19: Effects on vulnerable young Australians. Independent Rapid Response Report. Hobart: University of Tasmania, Peter Underwood Centre for Educational Attainment. About the Peter Underwood Centre The Peter Underwood Centre for Educational Attainment is a partnership between the University of Tasmania and the Tasmanian State Government in association with the Office of the Governor of Tasmania. utas.edu.au/underwood-centre [email protected] Table of Contents Executive summary ................................................................................................................................. 1 1 Introduction ..................................................................................................................................... 5 Key Finding 1 ................................................................................................................................... 5 1.1 Learners and learning .................................................................................................................... 6 1.2 Vulnerability .................................................................................................................................. 7 1.3 Overview of our approach ........................................................................................................... 10 2 Highly vulnerable children and young people ............................................................................... 12 Key Finding 2 ................................................................................................................................. 12 2.1 Child safety .................................................................................................................................. 12 Child protection ............................................................................................................................. 13 Rise in child safety concerns.......................................................................................................... 14 Lack of respite ............................................................................................................................... 14 2.2 Provision of basic needs .............................................................................................................. 15 Adequate food and nutrition ........................................................................................................ 16 Overcrowded homes ..................................................................................................................... 17 3 Learning at home........................................................................................................................... 20 Key Finding 3 ................................................................................................................................. 20 3.1 The roles of parents and caregivers ............................................................................................ 20 Capacity to provide material resources within the home ............................................................. 22 Encouraging help-seeking behaviour ............................................................................................ 23 3.2 Young learners ............................................................................................................................. 25 Quality preschool to year 2 education improves outcomes over the life-course ......................... 25 Quality early learning is especially critical for vulnerable children ............................................... 25 Developing a safe and nurturing environment beyond the current situation .............................. 26 3.3 Loss of learning ............................................................................................................................ 27 Evidence of learning loss ............................................................................................................... 28 Children and young people who are already disengaged from education ................................... 30 3.4 VET students ................................................................................................................................ 32 Australian school-based apprenticeships (ASbA) .......................................................................... 33 VET in Schools students ................................................................................................................. 33 3.5 Students in their final year .......................................................................................................... 33 Students on track to higher education .......................................................................................... 33 University entrance ....................................................................................................................... 34 3.6 Loss of the broader benefits of school ........................................................................................ 34 The informal curriculum ................................................................................................................ 34 School as a key place of safety ...................................................................................................... 36 Schools as a source of social and emotional support/connection ................................................ 37 Stable routines, structures and predictability ............................................................................... 38 Physical and extracurricular activity .............................................................................................. 39 Providing meals ............................................................................................................................. 39 4 New ways of learning in the COVID-19 era ................................................................................... 40 Key Finding 4 ................................................................................................................................. 40 4.1 Opening schools for learning on-site .......................................................................................... 40 Provision of on-site learning for selected students....................................................................... 41 Reducing confusion and stigma .................................................................................................... 41 Ensuring attending school on-site is attractive and feasible ......................................................... 43 4.2 Quality online learning ................................................................................................................ 44 Not all students can be taught through online learning ............................................................... 44 Designing online learning that is effective for many learners ...................................................... 45 Accessing online learning .............................................................................................................. 48 Use of more traditional technologies for supporting learning ..................................................... 51 5 Moving forward from COVID-19 ..................................................................................................
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