Pupils face income loss of £46,000 due to Covid disruption

Children and young people face losing thousands of pounds in earnings during their lifetime from the impact of the pandemic on lost learning, according to new research.


The figures are based on an analysis by the Education Policy Institute, which was commissioned by the Department for Education, which warns that ‘significant’ Government investment is needed to avoid lasting damage.

Based on an estimated range of learning loss, this would result in total lost lifetime earnings of between 1 and 3 per cent. In this scenario, the EPI calculated that this is likely to be at least £16,000 lost in earnings per pupil, but this could range from £8,000 to £46,000 per pupil, depending on the extent of learning loss. 

These earnings losses would generate a total long-run cost of between £78bn and £463bn across the 10 million children in the education system in England. This range is likely to be a highly conservative estimate of the true long-run costs of lost learning, the thinktank states.

The Government has so far committed £3.1bn for education recovery, the EPI points out this it is a far lower proportion per pupil than that of other countries, such as the Netherlands and the United States.

The report recommends a £13.5bn fund, which is closer to the £15bn that was recommended by the Government’s own catch-up tsar Sir Kevan Collins, who resigned in the summer over the lack of Government support for his plans.

The researchers have calculated lost learning by region and pupil characteristics, and found that while pupils across the country were affected, those living in the north and the Midlands have suffered the most.

They found that, for example, in October 2020, in the first half of the autumn term, in primary maths, losses ranged from 2.0 months in the South West and 2.5 months in London, to 5.2 months in the North East and 5.8 months in Yorkshire and the Humber.

By the second half of the autumn term, average losses in maths for primary pupils had improved slightly, but were still 0.5 months in the South West and 0.9 months in London to 4.0 months in the North East and 5.3 months in Yorkshire and the Humber.

For disadvantaged pupils the gap was greater. By October 2020, average learning losses for disadvantaged pupils (those on free school meals) were 4.3 months in primary maths. By December 2020, average losses for disadvantaged pupils recovered to 3.3 months in primary maths.  

How much should the Government spend on education recovery?

The Government has committed £3.1bn for education recovery in England between 2020-21 and 2024-25 – around £310 per pupil in total. In stark contrast, education catch-up plans for the Netherlands (£2,100 per pupil) and US (£1,800 per pupil) are far larger and more ambitious, the EPI said.

The report calculates that an education recovery funding package of around £13.5bn will be required by the Government.

How should funding be allocated?

For young children, the researchers’ fully-costed education recovery plans include an extra £400 million over three years for the Early Years Pupil Premium.

They also recommend funding a pilot study into the effect of higher quality early years education on young children at a cost of £83m.

The report said that funding should be allocated through a dedicated grant which provides funding to all schools, but progressively more to those in the most disadvantaged parts of the country and also by the proportion of pupils eligible for the Pupil Premium.

Other recovery interventions in the £13.5bn package should include, among other policies: an increase and extension of the Pupil Premium; extended school hours; a new continuous professional development fund for teachers: and a new 16-19 Student Premium.

Natalie Perera, chief executive of the EPI, said, ‘The Government’s existing education recovery plans have fallen well short of what the evidence says is required to support pupils – but it now has the opportunity to prioritise recovery in the forthcoming spending review. 

‘Pupils in parts of the north of England and the Midlands are facing learning losses that are greater than those in other regions. Current education recovery support for young people, including the Government’s National Tutoring Programme, is yet to address these disparities – leaving the Prime Minister’s levelling up agenda under serious threat.

‘Without a bold education recovery funding settlement targeted at those pupils who need it most, any wider plans from the government to address longstanding regional inequalities are consigned to fail.’ 

Dr Jo Casebourne, chief executive, Early Intervention Foundation, said, ‘The report puts into perspective the shocking impact the pandemic has had on young people, especially in certain parts of the country and among more disadvantaged pupils. To ensure any programme of learning catch-up works we believe it needs to go hand-in-hand with a focus on mental health and wellbeing.

‘Past studies show the link between mental health at school age and exam results later. Without additional support for pupils’ mental health, improving attainment through tutoring and other measures, especially among those who’ve fallen furthest behind over the course of the pandemic, is unlikely to have the greatest effect. 

‘It’s also very important that schools take every available opportunity to close the gap in educational outcomes between children from disadvantaged backgrounds and communities and their peers. We know that this gap has long-term impacts in terms of qualifications and employment and earnings, as the report highlights, and even aspects of physical and mental health into adulthood.’

Dr Mary Bousted, joint general secretary of the National Education Union, said, ‘The Government is still trying to do education recovery on the cheap. The EPI now estimates £13.5bn is needed over three years. The Government’s own recovery tsar Sir Kevan Collins proposed a package of £15bn and resigned when this was not accepted. 

‘The scale of learning lost in the pandemic cannot be overcome by some short term, piecemeal measures such as catch-ups. Recovery will require years of work and investment. It is for the Government to meet that funding challenge in the Comprehensive Spending Review to make sure no child is left behind.’

A Department for Education spokesperson said, ‘We are significantly expanding the National Tutoring Programme this year, building on the progress from last year when more than 300,000 children benefited, and giving schools more flexibility to deliver tutoring that works for them and their families.

‘This investment in education recovery – of over £3 billion to date – comes on top of the £14.4bn this government is investing in schools in total over the three years up to 2022-23, helping young people leave school better educated, better skilled and ready for the world of work.’

HAD IT YET_ - Havering film project)

HAD IT YET? Film Documentary in the pandemic

This short film highlights some of the concerns and challenges that a community has faced living through a pandemic along with their thoughts on the vaccination.

With the increasing demand for an answers to how we can all remain safe in the current climate of COVID-19, and the need for clarity in regards to the vaccination requirements, we took to the streets of Havering to ask people in public how they experienced the various lockdowns and also to ask them what they thought about the vaccine.

I have already had the vaccine
1 %
definately would
1 %
would not take
1 %
1 %
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Bernie Grant Film

During the last year there has been a massive change in most communities across the UK, in fact there has been a massive change globally. These changes have affected the way all of us live and survive.

There is no doubt that the world has changed for us all.

Coming together as a community became the number one priority for us all. Community projects emerged to help social prescribing and signposting people towards creative projects and services that help them with

Mental health * Housing * Food * Child care

For many of us, we have had to change our life styles. With employment being affected, schools closing for months and the overall challenges of us all facing a global economic melt down.

The Pandemic has truly altered what normal means to us all.

A year ago, the very thought that you would have to visit a food bank was a distant reality, the fact that you would have to wear face covering or be limited to visiting friends and loved ones has challenged the way we carry out our day to day lives.

Although these challenges have taken many lives and limited much of the norms we have become accustomed to, one thing that has stood out across the globe is the resilience that people have when faced with adversity and loss.

Communities have started to work together as one. The word community has definitely become the reality for many living and trying to survive challenges such as loss, unemployment, education and mental health. In fact these very presuppositions have become motivational words that enable us to move forward.

Long gone is the comfort zone of life.

Before the pandemic, many of the community values were questionable, with the decline of support and the never ending issue of serious youth violence and unemployment hanging over us, we have discovered that underneath all of the challenges that we face, we can come together in these times to push forward and create a sense of a brighter future.

Projects have started to include the homeless, hungry and isolated. Many of these projects are managed and run on a voluntary basis, to help those in need to connect with the support that will provide them with a glimpse of of hope for the future.

The vision of a long awaited sustainable community is now a reality. Paul Mckenzie



Source: Beatfreaks

Young people have been one of the worst affected groups by the events of 2020.⁣⁣

This crisis has hit our older generations hard, but behind the stats and figures we see at daily press conferences are some findings which tell of the difficulties in building the future and entering the new normal: the effect this is going to have on young people.⁣⁣


Nearly 6 in every 10 young people say they are now unsure about what the future looks like for them⁣📈 Young people are three times more likely than older generations to report a heightened strain on their mental health⁣⁣Our ‘Take the Temperature’ report platforms the voices of nearly 2000 young people: presenting how 2020 has affected their lives and what they’re doing to combat such upheaval. ⁣⁣

Their insights, stories and innovations can inform your work and help you to respond directly to young people’s needs. ⁣⁣Download the full report for free here:⁣



COVID-19: School closures could cost each child £40,000 in lost lifetime earnings

Source Sky News

Pupils who have lost six months of schooling can expect to lose approximately £40,000 each in income over their lifetime.

The cost of lost schooling to children affected by pandemic-related school closures has been estimated at £350bn.

A report by the Institute for Fiscal Studies says that pupils who have lost six months of normal schooling could lose approximately £40,000 each in income over their lifetime.

For 8.7 million school children in the UK, this makes a total of around £350bn and a “massive injection” of resources is needed to help them catch up, the IFS said.

The paper suggested learning time could be maximised by allowing students to repeat a school year, lengthening the school day, or extending the academic year.

The IFS paper warned: “Without significant remedial action, lost learning will translate into reduced productivity, lower incomes, lower tax revenues, higher inequality and potentially expensive social

“The lack of urgency or national debate on how to address this problem is deeply worrying.

“The necessary responses are likely to be complex, hard and expensive. But the risks of spending ‘too much’ time or resources on this issue are far smaller than the risks of spending too little and letting lower skills and wider inequalities take root for generations to come.”

Luke Sibieta, research fellow at the IFS, said: “The inescapable conclusion is that lost learning represents a gigantic long-term risk for future prosperity, the public finances, the future path of inequality and wellbeing.https://interactive.news.sky.com/2020/covid-19-coronavirus/world-country-rates/index.html

“We therefore need a policy response that is appropriate to the scale of the problem. One useful benchmark is the £30bn it normally costs for half a year of schooling in the UK.

“That doesn’t mean we need to spend that much. But it does strongly suggest that the £1.5bn allocated across the UK so far doesn’t even start to match the scale of the challenge. A much larger policy response would allow us to consider radical and properly resourced ways to help pupils catch up.”

It comes after Prime Minister Boris Johnson wrote an open letter to parents saying he was “in awe” of the way they had risen to the challenge of educating children at home, in many cases while working from home themselves.

But James Turner, chief executive of social mobility charity the Sutton Trust, said the long months of disruption would have “repercussions for many years to come”.

Geoff Barton, general secretary of the Association of School and College Leaders, said: “The government will need to put in place much more substantial catch-up funding to repair the damage to education caused by the pandemic, and all of this funding needs to go directly to schools and colleges.”

A government spokesperson said: “We will invest a further £300m in tutoring programmes, building on the existing £1bn COVID Catch Up Fund, but the prime minister was clear last week that extended schools closures have had a huge impact on pupils learning, which will take more than a year to make up.

“The government will work with parents, teachers and schools to develop a long-term plan to make sure pupils have the chance to make up their learning over the course of this parliament.”

NSUL- Navigating Space Under Lockdown-high

Navigating Space Under Lockdown

A research study & film documenting the perspectives and experiences of young, racially minoritised adults from across England.

Given the relative invisibility of young adults in national discussions and policy approaches relating to COVID-19, The Ubele Initiative has partnered with University College London’s Bartlett Development Planning Unit and Youth Unity, to bring you Navigating Space Under Lockdown (NSUL), a collaborative, mixed methods research project, documenting the perspectives and experiences of Black and racially minoritised young adults (aged 18 to 35) in England, during the COVID-19 pandemic.

Responding to a gap in current understandings, the project explored how young people’s experiences of home, work, mobility, community and well-being have been affected by the pandemic and by prolonged periods of lockdown.

With the support and guidance of 12 peer researchers, the project reached out to over 200 young adults from across England, through focus group discussions, an online survey, a podcast series and a short film, to capture some of their diverse voices and experiences.

The project is funded by The National Lottery Community Fund, the largest funder of community activity in the UK.

Please visit: https://nsul.org.uk
NHS Poster 2

Days Like These – Film Project working with the NHS

This project wasrun in partnership with South London & Maudsley Trust, working with a group of young people with high level mental health needs.  The short video and podcast helped to map their voices and journey through the pandemic.

Film of the young people and their journey through covid-19

Podcast of the young people

This podcast captured the voices of the young people throughout the workshops, some of the statements are hard hitting and show how young people are effected by the pandemic.  Lets hope that there will be resources in place when we are through this!