The evidence is there to help teachers with COVID catch-up

Description

Much attention is being paid to school students whose learning has been disrupted as a result of COVID-19. COVID-19’s impact not only varies based on complex educational, social, demographic, and economic factors, but conflicting evidence and reports of impact abound. Classroom educators must make context-specific decisions about how best to respond to the learning needs of students as they return from remote learning.

Drawing on a variety of sources and types of evidence to understand how complex and diverse factors might have affected student learning, teachers then have to determine the most appropriate response. They need to be confident, capable and supported to use evidence to address the effects of the pandemic.