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For this seminar please read the following blog article on Coronavirus and intergenerational
mobility: “How might the crisis affect children from poorer backgrounds?”, Tominey 2020.
Link.
COVID-19 can indirectly have an effect on children through different mechanisms including
parental job and income loss, parental mental health, lower home resources for schooling
children and lower resources within schools. But the blog article discusses in particular why
these effects are likely to vary across the socio-economic status of families.
1. Given existing evidence, explain whether we expect job and income loss to affect
children more or less if they live in disadvantaged families.
In disadvantaged families, they’re very unlikely to have savings or assets to support them in
times of struggling or to use as a backup, they have no safety net. So very quickly, they start
missing rent payments, bills become overdue, and they can get fined or even given notice to
be evicted, causing them to be very much at risk of homelessness or they may even turn to
crime which could risk them an even greater loss when caught. There is much greater risk to
their wellbeing than those in more affluent backgrounds. – ME
The Covid-19 crisis will delay the development of children, especially those from low-
income and low-educated households. Early estimates suggest attainment gaps between
disadvantaged children and their peers may widen by around 36% (EEF, 2020). = expected
to be affected more.
- Stresses in the household and children’s development: The evidence comes from
one recent study as yet not peer-reviewed, but which does use robust methods. The
argument that children with low levels of socio-emotional skills in a stressful home
environment will react most strongly to a change in that stressful environment (for
example, by improving mental health) is consistent with a recognised theory in
psychology called the diathesis-stress framework. This describes socio-emotional
problems in children being created through a combination of an innate disposition to
the disorder combined with stresses.
- School closures: Not enough evidence from shocks on a scale like COVID-19 but
evidence on how strikes and shortened instruction time effect children. The main
difference to these studies and COVID-19 is that teachers are providing resources to
children to help parents with home schooling: therefore, the average effect on children
may be lower than implied in these studies. On the other hand, some children receive
less of these resources or cannot access online resources, meaning that the estimates
from school closures for disadvantaged children may be spot on.
- Unequal resources to help with home schooling: The evidence is consistent that
household resources do affect attainment gaps. As noted above, during the Covid-19
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