Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/242885
Authors: 
Andrew, Alison
Cattan, Sarah
Dias, Mónica Costa
Farquharson, Christine
Kraftman, Lucy
Krutikova, Sonya
Phimister, Angus
Sevilla, Almudena
Year of Publication: 
2020
Series/Report no.: 
IFS Working Paper No. W20/26
Publisher: 
Institute for Fiscal Studies (IFS), London
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 User 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 education 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 those provided by schools.
Document Type: 
Working Paper

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