Covid-19 literature

Association of Colleges (2021) College Catch-up Funding and Remote Education – AoC Survey Spring 2021, London: AoC

This report suggests ways to support colleges post pandemic. Available here

Association for Learning Technology (2021) Learning Technology in the age of COVID-19 -Key findings from the 2020 Annual Survey, Open Covid Pledge for Education: ALT
This survey reports the findings of how perceptions of techonology have changed during the pandemic. Available here

Association for Learning Technology (2021) What does it mean to be a Learning Technologist? Key findings from the 2020 Annual Survey, Open Covid Pledge for Education: ALT
This report looks at who is a learning technologist. Available here

Association for Learning Technology (2021) Trends in Learning Technology-Key findings from the 2020 Annual Survey, Open Covid Pledge for Education: ALT
This report looks at trends in professional practice, use of tools and predictions in 2021. Available here

Bolton, P. and Hubble, S. (2021) Coronavirus: Financial impact on higher education BRIEFING PAPER Number 8954, 8 February 2021, London: House of Commons Library The briefing paper looks at the possible impacts of coronavirus on higher education finances. Available here

Burns, D., Dagnall, N. and Holt, M. (2020) Assessing the Impact of the COVID-19 Pandemic on Student Wellbeing at Universities in the United Kingdom: A Conceptual Analysis. Front. Educ. 5:582882. doi: 10.3389/feduc.2020.582882
This paper performs a conceptual analysis on student wellbeing in United Kingdom universities with a specific lens on the psychosocial impact of the global COVID-19 outbreak. Available here

Blackbullion (2021) Money and mental health: how financial wellbeing impacts students, Online: Blackbullion
This report explores the findings from a 2021 survey, conducted by Censuswide on behalf of Blackbullion, and completed by 1,000 university students across the UK. Available here

Child Poverty Action Group (2020) The cost of learning in lockdown-family experiences of school closure, London: CPAG
This survey to gathered the views of families in England, Scotland and Wales in order to understand their experiences of learning during lockdown. 3,600 parents and carers and 1,300 children and young people took part after lockdown. Available here

Clayton, C., Clayton,R. and Potter, M. (2021) British families in lockdown-initial findings, Leeds Trinity University:Leeds
‘British Families in Lockdown’ is a qualitative study led by Leeds Trinity University which has investigated the  day-to day experiences of British families during the first  seven weeks of lockdown. Sixty parents from a diverse set  of socio-economic backgrounds, geographies, religions and cultures participated in semi-structured interviews and they shared their detailed, personal stories and experiences of employment, children’s schooling, health,  well-being, family life, leisure time and technology use during the first phase of lockdown. Available here

Department of Education (2021) Government response to Dame Shirley Pearce’s Independent Review of the Teaching Excellence and Student Outcomes Framework (TEF), London: Department of Education
This report is the Government’s response to the Independent Review, and their vision for the future of the TEF. Available here

Department of Education (2021) Interim Conclusion of the Review of Post18 Education and Funding, London: Department of Education
This paper sets out an interim conclusion of the review, which responds to some of the key recommendations of the report of the independent panel led by Dr Philip Augar. A full conclusion of the review will sit alongside the next Comprehensive Spending Review. Available here

Department of Education (2022) Higher education Covid19 Operational Guidance, London: Department of Education

The report provides the latest Government guidance on Covid19 in HE. Available here

Disabled Students’ Commission (2021) Annual Report 2020-2021: Enhancing the disabled student experience, York: AdvanceHE
The report contains work undertaken to-date including issues relating to Covid19 for disabled students. Available here

The Edge Foundation (2020) The Impact of Covid-19 on Education -A summary of evidence on the early impacts of lockdown, London:Edge Foundation
This report looks at the impact and challenges of Covid19 on education and employment.Available here

Emerge and JISC (2021) Student and staff wellbeing, London: Emerge and JISC
This report looks at the need for a fundamental realignment of the way mental health and wellbeing are seen and approached. It examines how innovation and technology, brought to the fore in the era of the lockdown, can bring that realignment into being. Available here

Frampton, N. and Smithies, D. (2021)  University Mental Health: Life in a Pandemic Listening to higher education communities throughout 2020/2021, London: Student Minds Over a year on from the first national lockdown, Student Minds have collated their learnings about students’ experiences since March 2020 into this report. Along with the findings of their broader insights and listening work from throughout the year, this report also includes data from some of their own primary research. Available here

Hewitt, R. (2020) Students’ views on the impact of Coronavirus on their higher education experience in 2020/21 HEPI Policy Note 27 December 2020, HEPI:Oxford
This policy note contains student views on their experience through the COVID-19 pandemic. The survey of over 1,000 full-time undergraduate students was undertaken between 20 and 24 November 2020. Available here

Jerrim, J. (2021) Measuring disadvantage Policy Research, London: Sutton Trust While this brief focuses primarily on the use of measures for contextual admissions to university, many of the findings here will also apply to contextual recruitment, making this report of likely interest to employers as well as those working in higher education. It should however be noted that some of the issues discussed here, for example issues surrounding data access, will differ substantially between universities and employers, with discussion here primarily focused on barriers within HE. Available here

JISC (2021) Student digital experience insights survey 2020/21-Findings from UK higher education (pulse 1: October-December 2020), Bristol: Jisc data analytics.
Between October and December 2020, 21,697 students engaged in UK higher education (HE) took part in our student digital experience insights survey, the first in a series of snapshots of the ongoing survey data designed to support universities and HE organisations to respond promptly to the changing situation caused by the world wide COVID–19 pandemic. In total 15 UK universities and FE colleges took part, 11 of these were based in England, 1 in Wales, 1 in Scotland and 2 in Northern Ireland. Available here

JISC (2021) Student digital experience insights survey 2020/21-Findings from UK further education (pulse 1: October-December 2020), Bristol: Jisc data analytics.
Between October and December 2020, 5,372 learners from UK further education (FE) took part in our learner digital experience insights survey, the first in a series of snapshots of the ongoing survey data designed to support further education and sixth form colleges to respond promptly to the changing situation caused by the worldwide COVID–19 pandemic. In total 10 UK FE organisations took part; all of these were based in England.  Available here

Montacute, R. and Cullinan, C. (2021) Learning in Lockdown, London: The Sutton Trust
This research brief looks at the challenges and issues facing primary and secondary school children and their families. Available here

Morgan, M. (2020) Proposal for a staggered return to HE for new and returning students in the UK, Brighton: Morgan An alternative plan to maximise recruitment, progression, retention and the success of students including the mapping of the academic year. Proposal: Available here  

Morgan, M. (2020) Financial concerns and working intentions of incoming Level 4 students-The potential implications for applicants and students in 2020/21 due to Covid19, Brighton: Morgan This report investigates the financial concerns and working intentions of Level 4 students entering higher education and the implications of Covid19 in 2020/21. It examines existing research and publishes the student expectation finance findings on entry from the Pre-arrival Academic Questionnaire undertaken across a Post 1992 university in 2019/20. This report considers what is known and unknown about applicant and student thinking, and the decisions they could make in 2020/21 and beyond.  It suggests actions for consideration by institutions on how to address the financial pressures that applicants and students are likely to face. Available here

National Education Opportunities Network and Pearson (2020) Guiding Principles to Inform the Successful Progression of BTEC Students into Higher Education -Supporting BTEC Students Working Group, London: NEON and Pearson
This report outlines the importance of the BTEC qualification in widening participation into higher education. Available here

Office for Students (2020) Differences in student outcomes – further characteristics, London: OFS
This report looks at the impacts of care experience, free school meal eligibility, parental higher education, sexual orientation,socioeconomic background, estrangement and household residual income on outcomes in higher education. Available here

Office for National Statistics (2021) Coronavirus and the impact on students in higher education in England: September to December 2020, London:ONS
A summary of research into how the coronavirus (COVID-19) pandemic has affected students in higher education in England during the autumn term of 2020.  Available here

Pearson and Wonkhe (2021) Students’ experiences of study during Covid-19 and hopes for future learning and teaching February 2021, London: Pearson and Wonkhe
This research builds on the Wonkhe/Pearson Expectation Gap survey of students’ learning experience conducted in June-July 2020. It took place in November/December 2020 with 3,339 respondents. Available here

QS Quacquarelli Symonds (2021) Driving growth in student recruitment in a post-pandemic world UK Domestic Student Survey 2021, London: QS Now in its fourth year, the QS UK Domestic Student Survey seeks to enhance the sector’s understanding of how prospective students make decisions around their studies. This year we have gathered the responses of 13,803 prospective students by partnering with 14 UK universities. The survey not only explores the priorities and motivations of domestic students, but also looks at how the coronavirus has shaped and influenced their decisions. Available here

Quality Assurance Agency (2021) Advice for Higher Education Providers on the 2021 National Lockdown – Safety Net Policies, Gloucester:QAA
This advice sheet provides information on safety nets in HE. Available here

Remote Work and Mental Wellbeing for Young Professionals – a Guide
This guide is an in-depth guide for young professionals who are still adjusting to the work-from-home lifestyle. For more information, go to:

Schleicher, A. (2020) The impact of covid-19 on education insights from education at a glance 2020, France: OECD This report looks at education across the globe and how it was impacted by Covid19 .Available here

Scott, P. (2020) The Impact of COVID-19 on Fair Access to Higher Education, Edinburgh: The Scottish Government
This interim report from the Commissioner for Fair Access on the impact of the COVID-19 pandemic on fair access to higher education considers both the direct impact of the public  health measures that have had to be taken and indirect impact of actions taken by colleges and universities to mitigate the worst effects of these measures. Available here

The Student Hut (2020) The New normal- A report on how students feel about Covid19 Series 2, Report 3.
This is the second installment of the Covid-19 student tracker. This research was run 24th – 26th July. Available here

Trendence (2021) Don’t drop out- averting a covid19 retention crisis, London: Trendence and Wonkhe
This research looks at who was considering dropping out at the start of the academic year in October 2021. Available here

Tuckett, S., Robinson, D. and  Bunting, F. (2021) Measuring the disadvantage gap in 16-19 education, London: Education Policy Institute and Nuffield Foundation
Disadvantaged school-age children tend to have worse attainment than their peers. This is well understood, and schools are funded to provide extra support for these pupils. Much less is known about the attainment of disadvantaged students during the final phase of compulsory education and how this compares to their peers. This new exploratory research uses students’ free school meal status during their last six years of school as an indicator of disadvantage, and a 16-19 attainment measure based on the qualifications and grades they achieved between the age of 16 and 19, to fill this critical evidence gap. Available here

UCAS (2021) What happened to the covid cohort? Lessons for levelling up in 2021 and beyond, Cheltenham: UCAS Analysis within this report models the scale of change required to deliver a step change in social justice in the UK. Available here

Womens Equalities Committee, House of Commons (2021) Unequal impact? Coronavirus and the gendered economic impact Fifth Report of Session 2019–21, London: House of Commons
At the end of March 2020, the Committee launched their inquiry “Unequal Impact: Coronavirus (covid-19) and the impact on people with protected characteristics”. This report including minutes of the committee meeting looked at understanding how the economic impact of coronavirus has impacted men and women differently. Available here