School closures disrupted access to specialized educational services and programs for students with disabilities as well as English language learners. Closures have interacted with other COVID-related hardships to disproportionately affect students with lower socioeconomic backgrounds, racialized children and youth, newcomers, and students with disabilities.Ĭlosures, as well as periods of education disruption have increased absenteeism, which is a measure of engagement in education and ability of schools to meet students’ needs. Most evidence suggests a greater impact of school closures on vulnerable populations. There is widespread consensus from families, educators, and children themselves that students learn better in person than online, and that access to online learning is a challenge for many due to technical, economic, or other barriers. The duration of closures impacts academic achievement and learning. International evidence and emerging local evidence suggest school closures impact children’s academic achievement and lead to learning losses. What information is needed to track and minimize the impact of COVID-19-related disruptions on education and students in Ontario? Findings What are the impacts of COVID-19-related school disruption on students and schooling in Ontario? On April 12, the province announced Ontario-wide closure of elementary and secondary schools with no end period announced. On January 8, 2021, as the province entered the second wave of the pandemic, schools in some public health regions were closed, with a full reopening as of February 16. The 2020-21 school year began with a phased and staggered reopening of schools in September. Various models of educational delivery were instituted – fully remote, during closures or by parent choice blended online and face to face learning, mostly in secondary and fully in-person. During the 2020-21 school year, schooling experiences were more differentiated across the province because of diverse models of educational delivery and localized school closures. Emergency remote learning was instituted during this time. All schools and childcare centres were closed until June 30, 2020. From March 14, 2020, to May 15, 2021, Ontario schools have been closed for 20 weeks total, longer than any other Canadian province or territory.Īfter a first school closure announcement on March 12, 2020, on March 17, 2020, Ontario declared a state of emergency. Summary BackgroundĮducation and schooling in Ontario have been profoundly disrupted by the COVID-19 pandemic. Identifying or tracking areas where students are facing the greatest challenges in the wake of COVID-19 and implementing systematic supports to address pandemic-associated educational harms are critical to minimizing the overall impact and supporting recovery. However, existing information and analysis can inform strategies to minimize further pandemic disruptions to children’s education and development. There are substantial data gaps on the impact of closures on Ontario’s children. Modelling suggests long-term impacts on students’ lifetime earnings and the national economy. Further, there are health risks associated with closures including significant physical, mental health and safety harms for students and children. The unequal distribution of school closures and pandemic-associated hardships, particularly affecting low-income families in which racialized and Indigenous groups, newcomers and people with disabilities are overrepresented, appear to be deepening and accelerating inequities in education outcomes, wherever data have been collected. This has included mass and localized school closures, multiple models of educational provision and gaps in support for students with disabilities. The COVID-19 pandemic has led to significant education disruption in Ontario.
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