Report 2: Lessons for School Leaders
The Edurio Covid-19 Impact Review was launched to help schools navigate the disruption caused by Covid-19. Over 45,000 parents, pupils and staff from 277 schools took part in June-July 2020. The review has thus become England's largest multi-stakeholder study of the impact of Covid-19 on schools.
This is the second report in which we explore the data gathered in the Review. It focuses on actionable lessons for school leaders on how to ensure better outcomes for pupil, parent and staff during disruption.
The Edurio Covid-19 Impact Review was launched to help schools navigate the disruption caused by Covid-19. Over 45,000 parents, pupils and staff from 277 schools took part in June-July 2020. The review has thus become England's largest multi-stakeholder study of the impact of Covid-19 on schools.
This is the second report in which we explore the data gathered in the Review. It focuses on actionable lessons for school leaders on how to ensure better outcomes for pupil, parent and staff during disruption.
The Edurio Covid-19 Impact Review was launched to help schools navigate the disruption caused by Covid-19. Over 45,000 parents, pupils and staff from 277 schools took part in June-July 2020. The review has thus become England's largest multi-stakeholder study of the impact of Covid-19 on schools.
This is the second report in which we explore the data gathered in the Review. It focuses on actionable lessons for school leaders on how to ensure better outcomes for pupil, parent and staff during disruption.
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Find out:
- How school leaders can best support their staff
- What learning methods lead to the highest pupil progress during disrupted learning
- What challenges have the highest negative impact on staff and pupil well-being
- How schools that have coped well with Covid-19 organise their work
- What factors influence the sense of community in a school
Interested to find out more about how your school or Trust is coping with Covid-19?
Learn more about the research and participate.
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