Education and Childcare: Voices from Early Years, Education Professionals and Parents (Scottish COVID-19 Inquiry)

As part of the Scottish COVID-19 Inquiry, 2,000 children and young people talked about their experiences of Covid. 

In this report, voice was also given to professionals working with children and young people from early years to secondary school, including those working in additional support needs settings. 

Experiences were also gathered from young people aged 26 years and under, as well as adults enrolled in further and higher education, and parents of children and young people in education in Scotland.

Main observations 

• Education changed significantly during the pandemic, with remote learning, online platforms, pre-recorded activities and learning packs becoming widespread.
• Remote learning had some benefits, including fewer distractions and improved digital skills, but access to devices, reliable internet and suitable study spaces created significant barriers.
• Parents and staff reported inconsistent support and guidance, while staff found it difficult to maintain relationships with pupils remotely. Provision also varied considerably between local authorities.
• Hub schools provided in-person education and childcare for vulnerable children and children of key workers, but there were mixed views on their effectiveness, eligibility criteria, management and safety.
• Further and higher education students experienced negative impacts on wellbeing, engagement and attainment, with many finding remote learning an ineffective substitute for in-person education.
• Women experienced particular pressures, including additional childcare and home-learning responsibilities, while predominantly female assistant staff reported feeling disproportionately pressured and unsupported.
• Returning to in-person education was challenging for some children and young people, with increased anxiety, difficulties socialising and concerns about COVID-19 safety and restrictions.
• The pandemic had longer-term impacts on children and young people, including poorer social, emotional, linguistic and motor development, increased behavioural difficulties, school disengagement and worsening mental health.
• Education staff reported lasting impacts on their own wellbeing, including increased workloads, stress, loneliness, burnout and feeling undervalued.
• The report also highlights unequal impacts on particular groups, including children with additional support needs, staff with caring responsibilities, assistant staff, childminders, and those in independent and private education.