Exploring Young Children’s Recovery Rates in Academic, Social, and Behavioral Skills Following COVID-19-initiated Disruptions to In-person Learning

• In Event: The COVID-19 Pandemic: Social, Emotional, and Academic Outcomes Across Childhood and Adolescence

Abstract

In the aftermath of natural crises (e.g., SARS-CoV-2, Hurricane Katrina), children who already face personal or academic challenges are at greater risk of experiencing more negative outcomes, including poor school readiness (Howard, 2015). The pandemic prompted disruptions to formal schooling in more than 90% of the world’s children and largely removed children from consistent in-person contact with adults and peers (Goyal et al., 2020; Hatoun et al., 2020; Inagaki et al., 2021; UNESCO, 2020). Children experienced uneven access to, variable, and differential quality of school supports, prompting long-term questions about educational attainment and widening opportunity gaps (Gilliam et al., 2021; Masonbrink & Hurley, 2020). Such supports are key building blocks for school readiness (Nguyen et al., 2020). This descriptive study examined racial and/or ethnic differences of COVID-19 school closures on the academic and social-emotional skills of pre-kindergarten/Head Start children transitioning to kindergarten. We also investigated how teachers’ responses supported children during closures and initial recovery periods.
The original sample included 108 children (52% girls and 53% non-White) who were in pre-kindergarten/Head Start in Spring 2020. Of these, data from 42 children (50% girls and 64% non-White) in kindergarten (Fall 2020) were accessible. Teachers completed online surveys assessing student-teacher relationship quality and children’s academic, social, and behavioral skills. Teachers reported on learning supports including frequency and types of student-teacher interactions (e.g., whole-class video/Zoom lessons, remote one-on-one sessions) and their perceptions of home learning supports (e.g., accessing academic learning materials, technology, stable internet, household distractions). Pre-test/post-test comparisons examined the causal impact of COVID-19 disruptions on children’s school readiness. Correlations among child outcomes and school/home learning supports were examined. Analyses were conducted for the full sample and separately by race.
Immediately following disruptions to in-person instruction, teachers indicated children’s language, literacy, and mathematics skills were average (MEANS); however, non-White students had significantly lower language and literacy (t = 2.94, p < .01) and mathematics skills (t = 4.35, p <.001). Teachers reported children “often” exhibited positive social skills while children “seldom” exhibited behavior problems, but that students from diverse racial/ethnic groups were somewhat less likely to exhibit positive social skills (t = 1.53, p = .06). As children transitioned to kindergarten, they experienced gains in language, social skills, and teacher-child closeness, along with declines in behavior problems and teacher-child conflict from Spring (Pre-K) to Fall (K). Although recovery rates from learning losses were greater for non-White than for White children, differences were not significant. Teachers’ direct phone calls with parents and children assisted with learning growth, supporting parents as co-teachers. Correlations indicate whole-class remote learning approaches were detrimental to child outcomes, whereas more tailored contact between teacher and parent/child supported learning despite disruptions (e.g., internet access). Although children who are non-White experienced fewer learning supports immediately following school closures than other children, it appears children’s recovery was fostered by individualized approaches to maintaining developmentally appropriate and warm connections in Fall 2020. Results will also be discussed in the context of teachers’ experiences in the classroom as a result of COVID-19.

Authors

• Emma Sorckoff
  Presenting Author

• Hunter Cochran

• Erica Smolinski, University of Georgia

• Stacey Michelle Neuharth-Pritchett, University of Georgia

• Kristen L Bub, University of Georgia