The impact of COVID-19 related educational disruption on children and adolescents: An interim data summary and commentary on ten considerations for neuropsychological practice. Issue 1 (2nd January 2022)

• Record Type: Journal Article
• Authors: Colvin, Mary K. (Molly); Reesman, Jennifer; Glen, Tannahill
• Is Part Of: Clinical neuropsychologist. Volume 36:Issue 1(2022)
• Page Start: 45
• Page End: 71
• Publication Date: 2022-01-02
• Subjects: Educational disruption -- remote learning -- special education -- neuropsychological assessment -- learning disability -- COVID-19; Neuropsychology -- Periodicals; Neuropsychology -- Periodicals; Mental Disorders -- Periodicals; 612.805
• DOI: 10.1080/13854046.2021.1970230
• Languages: English
• ISSNs: 1385-4046

Abstract

ABSTRACT: Objective: The coronavirus 19 (COVID-19) pandemic resulted in educational disruption of historic breadth and duration. The authors describe early studies and interim standardized assessment reports to highlight effects of educational disruption and present critical questions for neuropsychologists. Method: A summary of pre-pandemic and interim literature was compiled, including analyses of national and local assessment data and preliminary studies on academic gains related to remote learning, educational and school services disruption, chronic absenteeism, and child and adolescent mental and physical health during 2020–2021. Ten major themes were identified in the early reports on impacts of educational disruption. Results: Preliminary information indicates prolonged educational disruption has resulted in attenuated learning gains, most remarkably for those already at risk for educational disparities: students of color, students with disabilities, English learners, and students from low-income households. There have also been increased mental and physical health challenges for some youth during the pandemic. Other literature highlights challenges such as diagnosis of learning disabilities, reliance on normative data and development of academic recovery programs. Conclusion: The effects of prolonged educational disruption and psychological stressors on learning and mental health should be considered in the neuropsychological evaluation of children and adolescents, especially marginalized students. Normative data collected prior to the pandemic may be insufficient for interpretation of scores, and evaluation and treatment may be delayed due to backlog and increased demand. Clinical practice considerations are presented.