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IOE is working on numerous ground-breaking projects to understand how people are responding to the coronavirus pandemic.
A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis
Led by , this study explores the challenges the COVID-19 crisis sets primary school teachers. It will examine the diverse roles primary schools play in their local communities and how these vary depending upon levels of social disadvantage.
Coping and wellbeing in families during the COVID-19 crisis
听补苍诲听 are听investigating coping and wellbeing in children aged 7-11 years, and their families, during the COVID-19 crisis. The project aims to explore how the current situation might be affecting children鈥檚 wellbeing, the types of coping strategies which might be protective or harmful, and the kinds of things that might need to be done to help children manage the current situation and to 鈥榬ecover鈥� afterwards.
COVID-19: Global social trust and mental health
听is working on a study looking at the short and long-term effects of COVID-19 on individual's social trust in relationships, mental and physical听health. Involving UCL and four other universities (University of Pennsylvania, The听Chinese University of Hong Kong, Nanyang Technological University, University of Trento), this study will to enable comparisons between听the UK's lockdown experience and the experiences in other countries where they have adopted different COVID guidelines.
COVID-19 impact on young peoples' learning, motivation, wellbeing, and aspirations
This study, led by Professor听, will听look听into whether the pandemic and unprecedented school closures affected secondary school pupils in England. The project will run until听September 2021 and is funded by the听Economic and Social Research Council (ESRC).
COVID-19 youth economic activity and health monitor (YEAH)
This research project will address the UK's need for robust evidence on the pandemic's consequences for youth employment, learning and wellbeing.听The research is funded by the Economic and Social Research Council (ESRC) as part of UK Research and Innovation鈥檚 rapid response to COVID-19. is the听Principal Investigator.
COVID Social Mobility and Opportunities Study (COSMO)
This major new youth cohort study will provide vital new evidence on how the COVID-19 pandemic affects socio-economic inequalities in life chances. in the Centre for Education Policy and Equalising Opportunities (CEPEO) leads the project with the Centre for Longitudinal Studies, the Sutton Trust and Kantar Public also making up the team.
The project is supported by key stakeholders, including the Department for Education, the Office for Students, ADR UK, the Education Endowment Foundation, Transforming Access and Student Outcomes in Higher Education (TASO), to ensure co-production of policy-relevant evidence.
FACT Covid: Families and Community Transitions under Covid
, and are working on a multi-country research project to examine the impact of the coronavirus on everyday family life.听By focusing on families, this project explores both how individuals respond to public health measures put in place, and how these are negotiated with others in the household and family. The team听is听interested in how intra-household differences affect individuals鈥� experiences, particularly across gender and generations.
Families in Tower Hamlets: impacts of COVID-19
This project is about everyday life in the midst of a pandemic. The team, led by ,听is听working with Born in Bradford, a cohort study aiming to reduce health inequalities, to examine the social, economic and health impacts of COVID-19 on family life with young children.
Study findings will help support Tower Hamlets council to shape its service offer to all families with young children, especially those newly impoverished and those designated vulnerable: pregnant women, and children.
Learning through disruption: rebuilding primary education using local knowledge
This project explores how primary school parents, pupils and staff have coped with, and adapted to, a period of prolonged disruption in education, and the lessons we can learn as schools resume. The project is led by and is funded by the Economic and Social Research Council (ESRC).
Moving Up: optimising secondary school transition processes during the COVID-19 pandemic
Led by听, this project provides guidance to schools to help听accommodate year 6 pupils transitioning from primary to secondary schools during the COVID-19 pandemic.
Student to degree mismatch: the role of schools, and the impact of disruption from COVID-19
Led by ,听this project will听examine the impact of exam cancellations on student to course mismatch. It will look at the听characteristics of mismatched students (by school type and socioeconomic status) in 2020 versus听2019.听The project is funded by the Economic and Social Research Council (ESRC) and will run from March 2021 until August 2022.
听The COVID-19 pandemic: the experiences of young autistic people and their parents
, and are exploring the impacts of COVID-19 on autistic children and young people鈥檚 educational experiences as well as that of their parents. Funded by the British Education Research Association, the project will use participatory qualitative methods to work with families and young people with autism to understand how they have experienced lockdown, home-schooling, and virtual learning, as well as their experiences of transitions back to school after the COVID-19 lockdown.
The role of teaching/classroom assistants during the COVID crisis
Led by听, this study is looking at the contributions teaching/classroom assistants and those working in classroom support roles have made and the dilemmas they encounter听while working with children, families, and teachers as schools switch between supporting children's learning in school and at home.
More research
The Centre for Longitudinal Studies (CLS) has launched a nationwide, to examine the impact of the COVID-19 pandemic.
and have developed . This covers several topics, including health impacts, transmission and social and economic impacts, among others.
and have听started the 'UCL Moving to Online Teaching and Homeworking (MOTH)' study, examining the experiences of university staff moving to online teaching and working in response to COVID-19. Professor Littlejohn discusses the project in听the Research for the Real World S02E01 podcast 'How working from home is working (or not)'.
is听developing a survey to examine whether sexuality-based inequalities are at risk of being exacerbated during the current COVID-19 pandemic.
- is collaborating with researchers in the United States and Australia on computational simulations of human factors in managing the COVID-19 pandemic. These include people鈥檚 willingness to comply with infection suppression measures, such as social distancing.
听 - is looking at what has happened to crime in London as a result of the COVID- 19 pandemic.
听 - and are leading a new project examining how effective homeschooling has been for pupils during the COVID-19 pandemic.
听 - is working on a new project examining which technology parents believe is supporting their children to learn most effectively during lockdown.
听 - is investigating the effect of the COVID-19 lockdown on children鈥檚 heritage language learning. The study explores how Polish supplementary schools in the UK have continued their work during lockdown, including grading students on their GCSE and A level Polish exams.
听 - 听is leading a project that will investigate the impact of living and learning under a pandemic on children鈥檚 education and wellbeing.
听 - is听collaborating with researchers at the听University of Liverpool and听University of Southampton in a new project听exploring听how the pandemic has affected young unaccompanied asylum-seekers in England legally and socially.
听 - and (Institute for Global Health) are leading a project, funded by UCL Grand Challenges, called 鈥榃e are not the virus - The experiences and impact of COVID on East & Southeast Asian heritage young people in London鈥�. This study aims to investigate East and Southeast Asian (ESEA) young Londoners鈥� experiences of the pandemic, and the impact on their families, education, health, and social identities; explore ESEA youth perspectives on the pandemic and the future; and relate findings to broader issues of race, inequalities and COVID-19鈥檚 impact.