● «Some modeling suggests that the loss of learning during the extraordinary systemic crisis of World War II still had negative impact on former students’ lives some 40 years later. And neither is the impact of lost learning confined to the individual level: For whole societies closing down education today, there will likely be significant consequences tomorrow.» <see Article>
● UNESCO “Adverse consequences of school closures“ – «School closures carry high social and economic costs for people across communities. Their impact however is particularly severe for the most vulnerable and marginalized boys and girls and their families. The resulting disruptions exacerbate already existing disparities within the education system but also in other aspects of their lives. ….
– Gaps in childcare: In the absence of alternative options, working parents often leave children alone when schools close and this can lead to risky behaviours, including increased influence of peer pressure and substance abuse.
– High economic costs: Working parents are more likely to miss work when schools close in order to take care of their children. This results in wage loss and tend to negatively impact productivity.
– Social isolation: Schools are hubs of social activity and human interaction. When schools close, many children and youth miss out of on social contact that is essential to learning and development. <see Document>
● «Kindergarten children in the U.S will lose 67% of their literacy ability during the COVID-19 school closures. » <see Report>
● «The longer the COVID-19 crisis continues, the more likely it is that these [disvantaaged] kids, and many more will slip out of the education system, never to return. » <see Article>
