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      Inequalities in Children's Experiences of Home Learning during the COVID‐19 Lockdown in England*

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          Abstract

          This paper combines novel data on the time use, home‐learning practices and economic circumstances of families with children during the COVID‐19 lockdown with pre‐lockdown data from the UK Time Use Survey to characterise the time use of children and how it changed during lockdown, and to gauge the extent to which changes in time use and learning practices during this period are likely to reinforce the already large gaps in educational attainment between children from poorer and better‐off families. We find considerable heterogeneity in children's learning experiences – amount of time spent learning, activities undertaken during this time and availability of resources to support learning. Concerningly, but perhaps unsurprisingly, this heterogeneity is strongly associated with family income and in some instances more so than before lockdown. Furthermore, our analysis suggests that any impacts of inequalities in time spent learning between poorer and richer children are likely to be compounded by inequalities not only in learning resources available at home, but also in those provided by schools.

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          COVID‐19 and Inequalities *

          Abstract This paper brings together evidence from various data sources and the most recent studies to describe what we know so far about the impacts of the COVID‐19 crisis on inequalities across several key domains of life, including employment and ability to earn, family life and health. We show how these new fissures interact with existing inequalities along various key dimensions, including socio‐economic status, education, age, gender, ethnicity and geography. We find that the deep underlying inequalities and policy challenges that we already had are crucial in understanding the complex impacts of the pandemic itself and our response to it, and that the crisis does in itself have the potential to exacerbate some of these pre‐existing inequalities fairly directly. Moreover, it seems likely that the current crisis will leave legacies that will impact inequalities in the long term. These possibilities are not all disequalising, but many are.
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            The Mental Health Effects of the First Two Months of Lockdown during the COVID‐19 Pandemic in the UK *

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              How the Allocation of Children’s Time Affects Cognitive and Noncognitive Development

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                Author and article information

                Contributors
                alison_a@ifs.org.uk
                sarah_c@ifs.org.uk
                monica_d@ifs.org.uk
                christine_f@ifs.org.uk
                lucy.kraftman@ifs.org.uk
                sonya_k@ifs.org.uk
                angus_p@ifs.org.uk
                a.sevilla@ucl.ac.uk
                Journal
                Fisc Stud
                Fisc Stud
                10.1111/(ISSN)1475-5890
                FISC
                Fiscal Studies
                John Wiley and Sons Inc. (Hoboken )
                0143-5671
                1475-5890
                30 November 2020
                September 2020
                : 41
                : 3 , The COVID‐19 Economic Crisis ( doiID: 10.1111/fisc.v41.3 )
                : 653-683
                Affiliations
                [ 1 ] Institute for Fiscal Studies; University College London
                [ 2 ] Institute for Fiscal Studies
                [ 3 ] University of Bristol; Institute for Fiscal Studies; University of Porto
                [ 4 ] UCL Institute of Education
                Author notes
                Article
                FISC12240
                10.1111/1475-5890.12240
                7753283
                33362314
                94a3d74c-7cd2-49e5-9c01-66246bafb40a
                © 2020 The Authors. Fiscal Studies published by John Wiley & Sons Ltd. on behalf of Institute for Fiscal Studies

                This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

                History
                Page count
                Figures: 5, Tables: 6, Pages: 31, Words: 11667
                Categories
                I24
                Original Article
                Original Articles
                Custom metadata
                2.0
                September 2020
                Converter:WILEY_ML3GV2_TO_JATSPMC version:5.9.6 mode:remove_FC converted:22.12.2020

                covid‐19,education,home learning,inequality
                covid‐19, education, home learning, inequality

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