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This article warns that moving to online learning can exacerbate existing educational inequalities between students coming from different socio-economic-status backgrounds. It recommends that member states act to ensure all students, especially those in poorer regions, are able to access the technology they need to participate in online learning when it is offered. It also recommends emergency measures taken during the pandemic are reset when they are no longer needed.

Parents feel pressure trying to keep their children from falling behind in school while at home. However, children are resilient and variations in learning are normal even when school is in session. Experts suggest that while parents may want to maintain some structure for their children, it is important that kids’ mental health and well-being come first. Parents can support their children’s learning without worksheets, whether it be by baking, storytelling, or reading together.

Experts from “education in emergencies” share their lessons learned from other emergencies. The ramifications of learning lost could take years to recover. Efforts to continue learning won’t reach all immediately, but they should be implemented with a pro-equity lens. In some cases, enitre school systems are revamped. Also, TV and radio can be used to reach all children.

The coronavirus crisis has called grading into question across states and districts. The equity concerns around students who are from low-income households, who lack access to devices or the internet or who do not have parental help with home-based learning are motivating districts to put a pause on traditional grading.

UNICEF has provided additional funding to over 145 low- and middle-income countries to catalyze plans for a system-wide response to prepare alternative learning programmes. UNICEF will help to support crisis response plans, implementation of safe school operation and risk communication, access to remote learning programs and knowledge sharing.