A rapid review of strategies to support learning and wellbeing among 16-19 year old learners who have experienced significant disruption in their education as a result of the COVID-19 pandemic (June 2022 update)

Le résumé fourni par la source

The COVID-19 pandemic has caused a significant disruption to all levels of education, especially pupils from disadvantaged and vulnerable groups. Students aged 16-19 years are at a crucial time in their lives as they transition into further study or employment. The pandemic has brought together a unique set of conditions, not only involving disruption to education, but also to environmental, economic, social and emotional areas of young people’s and their families’ lives. This rapid review investigated strategies to support learning and wellbeing among 16-19 years old learners engaged in full time education within a college or school setting who have experienced significant gaps in their education as a result of the COVID-19 pandemic. This review is an update from a previous review conducted in August 2021. Reviews were published 2016-2022, with only one addressing post COVID evidence. 14 systematic reviews, four rapid reviews, one protocol and five UK organisational reports were identified from the initial searches in August 2021. Two systematic reviews one rapid evidence assessment, and two organisational reports were identified through an update in June 2022. There was no direct systematic review evidence that evaluated strategies to support learning for 16–19-year-old learners following the COVID-19 pandemic.Evidence for strategies to support learning and wellbeing for 16-19 years old learners who have experienced significant disruption in their education is from studies conducted before the COVID-19 pandemic. Research is required to evaluate whether interventions that were successful in relatively “normal” circumstances will be as successful during / post-pandemic. Although supported by a limited volume of evidence, targeting support activity at learners from the most deprived socio-economic backgrounds has a significant positive impact on their progress.

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