Pathology

Sociology

Archaeology

Disease

Coronavirus disease 2019 (COVID-19)

Mathematics

Social science

Distance education

Infectious disease (medical specialty)

Pandemic

Mathematics education

Mathematical analysis

Artificial intelligence

Psychology

Geography

Multidisciplinary approach

Set (abstract data type)

Programming language

Class (philosophy)

Context (archaeology)

Computer science

Inequality

Medicine

Nature Human Behaviour

The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality. The COVID-19 pandemic led to school closures and distance learning that are likely to exacerbate social class academic disparities. This Review presents an agenda for future research and outlines recommendations to help parents, teachers and policymakers to limit the impact of school closures.

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap