With exam season underway for pupils and students across the UK, new research from ParentPay Group reveals the key factors impacting learning in schools.
Teachers and school leaders across the UK have voiced significant concerns regarding the ongoing impact of the Covid-19 pandemic. This is according to a new research report, ‘Generation catch-up: The research revisited’, from ParentPay Group, one of Europe’s leading EdTech businesses, which illustrates the enduring repercussions five years on.
A staggering (86%) of education professionals say the pandemic is still having a negative impact on pupil achievement. For over half of these teachers (53%), the impact has been described as major – a figure which rises to 60% for primary school teachers, highlighting the major issues the pandemic has on some of the most crucial early developmental years.
Concern is also high for older pupils, with secondary teachers citing their current Year 10 (15%) and 11 (24%) cohorts as the worst affected by pandemic-related learning gaps – two pivotal years for those taking GCSEs.
The research also found nearly half of teachers (46%) fear the learning gap is between half an academic year and two full years, with primary teachers fearing even deeper setbacks. More than one-in-ten (13%) of primary teachers revealed that the worst-affected pupils are more than two academic years behind, with a further 25% saying their worst-affected pupils are one to two years behind.
When looking at the key factors negatively impacting pupils’ learning post-pandemic, teachers cited poor behaviour (31%), mental health and well-being (22%), and parental engagement (19%) as the top three in both primary and secondary.
Louise Pink, former headteacher and Account Manager at ParentPay Group, comments: “Despite being five years on from the pandemic, our research shows that families, schools and pupils are still feeling the impact.
“Absenteeism continues to be a significant challenge, along with the ongoing impact of rising mental health concerns, closing the gaps in learning, supporting and engaging with parents and carers, and tackling pupil behaviour, which continues to affect the day-to-day school improvement drive.
“Early intervention and targeted support for families can make fundamental differences to outcomes for pupils, both academically and for their overall well-being.”
The learning gap correlates with broader concerns with academic progress. Nearly a quarter (24%) of teachers said that far too many children are not making the academic progress, while 43% reported that some children are still falling behind in their progress. This issue was particularly pronounced in schools with a more deprived intake, as measured by the proportion of pupils eligible to receive free school meals (FSM). 41% of teachers in the most deprived schools reported that far too many children are falling behind, compared to just 12% of teachers in the most affluent schools.
External factors influencing attendance also emerged as a recurring concern, with the high cost of holidays during school breaks repeatedly cited as a major driver of term-time absence, prompting teachers to call for price regulation. Many also urged for government intervention and a shift in public attitudes to re-emphasise the value of consistent school attendance, alongside more efforts to educate parents on the long-term impact of missed school days.
While some advocated for stricter measures such as stronger sanctions and increased fines for parents who facilitate unauthorised absences, others favoured more positive reinforcement and rewards for good attendance. Across the board, however, there was strong support for early intervention and support for families facing barriers to attendance, including home visits and working with external agencies.
Louise Pink concluded, “As the ramifications of the pandemic continue to impact pupil learning, addressing these challenges and digging deeper into the data to understand patterns, target intervention, and build skills is essential. Teachers are actively trialling new ways to promote enhanced well-being in their classrooms, taking a trauma-informed approach to managing challenging behaviour and implementing new strategies to strengthen parental engagement and raise attendance levels.”
For more information, the ParentPay Group report is available for download here.
