New research shared with the BBC highlights a growing gap in education outcomes, with the poorest children missing more school and falling further behind their peers after the COVID-19 pandemic.
According to the Education Policy Institute (EPI), children from the lowest-income families are now up to 19 months behind their classmates by the time they reach 16. This analysis focused on pupil performance after the pandemic and sheds light on the challenges faced by disadvantaged students.
Education Secretary Bridget Phillipson told BBC Panorama that COVID-19 led to a “serious and profound shift” in attitudes toward school attendance. She added that the impact of school closures during the lockdowns has had a lasting effect on the life chances of the youngest children.
Recent statistics show that 15% of primary school children in England have missed at least one in every ten school days this year. This is a significant rise from around 8% before the pandemic.
Before COVID-19, the gap between the poorest students and others had been narrowing, thanks to years of effort by schools. However, the latest report suggests the situation is worsening. If school attendance were the same for all students, the learning gap would shrink from 19 months to 15 months, according to the EPI.
Natalie Perera from the EPI noted that this is the first time a clear connection has been made between school attendance and the academic gap for children from low-income families. The study focused on children who have received free school meals in the past six years, which typically indicates a family income of less than £7,400 annually after taxes and excluding benefits.
Perera emphasized the need for further research to understand why these children struggle with school attendance. She suggested that factors such as poor housing and mental health may be contributing to the issue.
It has now been five years since the UK first went into lockdown, when most schools were closed. During this period, playgroups and nurseries also shut down, leaving parents of babies and toddlers isolated from extended family. Other changes included the re-deployment of health visitors and a shift to online communication with parents.
Panorama has spoken to families and teachers about the ongoing impact on children, particularly those in primary school. Schools report that some children now have delayed speech and a limited understanding of words. Others are struggling with social and emotional development, while many lack basic skills that are usually learned through play.
Professor Catherine Davies from the University of Leeds said some children missed out on essential skills that help them make sense of school and connect with their peers.
At Queen’s Drive Primary School in Preston, teaching assistant Sarah Barraclough has been trained in a national programme to support young children with speech and language. She explained that the impact of COVID-19 has been “huge,” with children who struggle to speak and understand words often becoming isolated from their peers. “You’re lonely and not getting involved in the games in the playground,” she said.
One example is Emaan, a four-year-old who was born during the first UK lockdown. His parents, Ruby and Charles, have noticed a clear difference between Emaan and his older brother, who had more opportunities to socialize during the pandemic. Emaan, they say, is more clingy and has had fewer chances to interact with other children.
Emaan is receiving support through the Nuffield Early Language Intervention (NELI), a programme that trains teaching assistants to help young children with speech and language development. However, funding for this programme is only guaranteed until the end of this school year in England, and future funding remains uncertain.
The government has set a target for 2028, aiming for 75% of children to reach a good level of development by the time they leave reception. This is an increase from 68% before the pandemic.
Despite these efforts, some of the cultural shifts caused by the lockdowns and partial school closures may be the hardest to address. Education Secretary Bridget Phillipson stressed the importance of providing young children with the support they need to succeed, noting that the pandemic has fundamentally changed attitudes toward school attendance.
