Learner voices: learning experiences and well-being amidst COVID-19

SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): S.Hannan, F.Arends
KEYWORDS: COVID-19, LEARNERS, PERSONAL WELL-BEING, SCHOOLS
DEPARTMENT: Inclusive Economic Development (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/learner-experiences-and-wellbeing-amidst-covid19
Print: HSRC Library: shelf number 12048
HANDLE: 20.500.11910/16080
URI: http://hdl.handle.net/20.500.11910/16080

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Abstract

The disruption of young people's education during the COVID-19 pandemic has been extensive and will likely have profound long-term consequences. Learners' educational attainment and progress have been negatively affected, as have their social and emotional development. School closures have also raised challenges for the most vulnerable and marginalised, worsening existing disparities within the unequal South African education system. In this article, we investigate TDP learners' perceptions of educator support, home support and their psychosocial well-being during school closures. While, as a group, these learners are not nationally representative, their responses provide us with some insights into educational interactions and well-being during 2020.