Health and education professionals’ perspectives of education inequalities during the COVID-19 pandemic

Background/Aim: Cycles of school closure and reopening during the COVID-19 pandemic, coupled with remote learning, led to concerns about increasing inequality in education that persist in 2024. Health and education are interdependent and mutually beneficial. The aim of this abstract, within a wider study of safe school reopening, is to explore health and education professionals’ perceptions of inequalities among students during the pandemic. Methods: In 2021, online semi-structured interviews were conducted in 6 languages with education and health professionals. They explored the: 1-effect of the pandemic on schools/pupils/teachers; 2-reorganisation of schools; 3-experience of implementing infection control measures in schools; 4-intersectoral working; 5-important resources for keeping schools open. Interviews were transcribed verbatim and translated into English where needed. Qualitative thematic analysis was undertaken using the constant comparison approach. Results: 63 interviews were included in the analysis (22 health and 40 education professionals from 28 countries). Professionals perceived greater negative impact on education for specific groups of students. Students living with chronic illness stayed out of school for longer than those without underlying conditions. Good access to distance learning was difficult for students from rural areas (lack of internet/electricity), disadvantaged families (lack of electronic equipment) or larger families (less learning space at home). Discussion: Professionals perceived that school closures intensified the disadvantage experienced by certain groups of students, exacerbating inequalities in education. Targeted catch-up strategies supporting both well-being and learning are still needed and the attainment of these groups should be monitored.