In 2020, when schools endured months of remote learning, students who had no internet access or online device for most of their remote learning, or who endured “constant noise” in their study environment, got the largest boost to their results, on a sliding scale of special consideration.
At the bottom, or “baseline” end, was a series of factors such as “too much screen time” or “social disconnection”.
A large survey by Independent Schools Victoria on remote learning during COVID found year 12 students experienced a reduced sense of belonging to their school and missed out on the significant “rite of passage” associated with completing VCE.
The survey, of more than 22,700 students, school staff and parents, found year 12 students were the least satisfied group, mainly driven by lower wellbeing and sense of belonging.
“Connectedness to peers and teachers was more difficult for older students, who consistently ranked these items lower than counterparts in primary and middle school,” Independent Schools Victoria said.
Just 43 per cent of the 1830 year 12 respondents said their learning was enhanced by remote learning.
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