As researchers around the world attempt to quantify the effect of COVID-19 shutdowns on student learning, a report from England suggests the most important factor is one that usually isn’t measured — the support children receive from the adults and other kids in their lives.

The study, drawn from more than 900 in-person visits to schools and day care providers, showed that the students who suffered most weren’t necessarily economically disadvantaged, but rather those who had poor support structures. Children who spent less time with parents and other kids showed the biggest declines in academic learning and social development, according to the report from Britain’s Office for Standards in Education, Children’s Services and Skills, known as Ofsted.

“The knowledge and skills that matter aren’t learned instantly,” said Amanda Spielman, Ofsted’s chief inspector. “They have to be practiced and reinforced — ideally, both at home and in school.”

“Some students have thrived in lockdown,” she said, especially those whose parents could be home, working flexibly and helping with remote learning. The study even showed improvements for some children with learning difficulties, especially if they enjoyed learning at their own pace without the pressures of a typical school day. The more time these students spent with family or caregivers, the more their language, literacy and communication skills improved.

Read the full article about preventing COVID learning loss by Wayne D'Orio at The 74.