Reducing the impact of poverty has been a priority for UK governments for decades, but has the provision of education during Lock-down exasperated the issues children from deprived backgrounds face? The financial situation of families can cause a barrier to accessing learning via platforms such as Google Classrooms, but is that just one layer of a complex set of reasons that children from deprived backgrounds underachieve?
The research paper produced by The Joseph Rowntree Foundation is an interesting view of understanding the barriers towards learning that disadvantaged students face.
The return of children to schools, following the lock-down, has become a contentious issue. The press has made this a politically charged issue, presenting the unions as standing in the way of the needs of children. Each of the UK governments have taken different approaches, and this has in turn created discussion about devolved powers.