Social Impact of COVID-19 Survey February 2021: Impact of School Closures

The fifth round of the Social Impact of COVID-19 Survey was undertaken to measure the impact COVID-19 has had on Irish society in February 2021.  This survey was carried out between Tuesday 9^th February and Monday 15^th February and was based on a sample of 5,247 persons aged 18 years and over. The survey utilised an online electronic questionnaire to produce a final achieved sample size of 1,621 individuals.

The topics covered in the survey included well-being, the impact of school closures on students’ learning and social development, holiday plans in 2021 and COVID-19 vaccination.  Analysis is provided across key personal and household demographic characteristics, reflecting how COVID-19 has impacted different people in different ways. The primary topic covered in this publication is The Impact of School Closures on Students’ Learning and Social Development.  On 25^th February 2021 the CSO published results from this survey that focused on the impact of the COVID-19 crisis on well-being.  On 1^st March 2021, further results from this survey will be published which will cover the topics of Holiday Plans in 2021 and COVID-19 Vaccination.

Impact of School Closures on Students’ Learning and Social Development

• More than one in three (36.3%) respondents with a child in secondary school reported that enforced school closures has had a Major negative impact on their child’s learning.  The comparable rate for primary school students is 14.8%.
• Almost one in two (47.9%) respondents with a child in senior cycle secondary education (fifth or sixth year) reported a Major negative impact on their child’s learning.  The comparable rate for respondents with a junior cycle secondary school student (first, second or third year) was one in four (25.2%).
• At secondary school level, respondents with a of senior cycle (fifth or sixth year) student were more likely to report a positive effect on their child’s learning, with almost one in ten (9.0%) reporting this compared with 1.5% of respondents with a child in junior cycle secondary education.
• One in three (33.6%) respondents with a child in secondary school reported a Major negative impact on their child’s social development.  The comparable rate for respondents with a primary school student was one in five (20.9%).

Hours spent on learning activities provided by schools during enforced school closures

• During enforced school closures from March to June 2020, one in four (25.0%) respondents with a child attending primary school reported that their child spent one hour or less on learning activities (e.g. worksheets, online lessons or other materials) provided by their schools.  The comparable rate during school closures in January and February 2021 is one in ten (10.4%).
• From March to June 2020 one in three (33.5%) respondents reported that their child in primary school spent three hours or more on learning activities provided by their schools.  This rate has increased to 56.9% during primary school closures in 2021.
• During the first enforced school closure period from March to June 2020, three in ten (29.9%) respondents with a child in secondary school (first to fifth year) reported that their child spent five hours or more per day on learning activities provided by the child’s secondary school.  The comparable rate during secondary school closures in 2021 is seven in ten (69.0%)
• Adult household members are spending on average 52 minutes per day helping primary school children with their schoolwork since schools have not re-opened after the Christmas break.

Impact of School Closures on Working Parents

• Almost six in ten (58.5%) respondents who are employed and who have a child said that the enforced closure of schools and childcare facilities has had an impact on their work pattern.
• Female respondents were more likely to report an impact on their work pattern, with two in three (66.1%) reporting this, compared with less than one in two (47.4%) male respondents.
• Of workers with a child, the most reported impact on working pattern was working the same hours but disjointed throughout the day or week. Almost one in four (23.2%) workers with children reported this impact.
• Seven in ten (70.3%) respondents who are employed and who have a child in primary school reported that the closure of primary schools since Christmas has had an impact on their work pattern. Female workers were more likely to report an impact (74.0% compared with 63.4% of male respondents).
• In relation to the type of impact, male respondents with a child in primary school were more likely to report working the same hours but disjointed throughout the day or week, with four in ten (40.8%) reporting this, compared with two in ten (21.7%) female workers. Female respondents were more likely to have taken unpaid leave (9.4% compared with 0.4% of male respondents) and to have changed to working from home (16.7% compared to 9.3%).

The results presented in this publication have been weighted to best reflect the population.  Due to time and resource constraints, there were limitations on the sample size and selection methodology.  Consequently, caution must be exercised when making inferences to the entire population from these results.  Nonetheless, this data provides a valuable insight into the impact of COVID-19 on the lives of many people in Ireland.  For further details on the survey methodology, see Background Notes.