COVID-19 related education studies

Researchers in our centre apply their expertise in sociology to study the issues and challenges brought by COVID-19.

Our aim is to understand experiences of young people, parents, educators, communities and policymakers during this global health crisis, so we can help make informed choices and decisions for recovery from COVID-19 to build a more resilient community and education system.

Projects

• Children and unsolicited sexual images on Social Media Apps: Developing Better Digital Defences and Literacy
  This 12-month project is working with colleagues from UCL crime science to survey 13–18-year-olds’ experiences of unsolicited sexual imagery online, including image based sexual abuse, during the COVID-19 pandemic. (funded by UCL Social Science Plus)
• The Covid-19 Pandemic: the experiences of autistic young people and their parents of lockdown and the reopening of schools
  This project explores the impacts of COVID-19 on autistic children and young people’s educational experiences as well as that of their parents. (funded by the British Education Research Association)
• COVID-19 youth economic activity and health monitor (YEAH)
  This research project will address the UK's need for robust evidence on the pandemic's consequences for youth employment, learning and wellbeing. 
• We are not the virus - The experiences and impact of COVID on East & Southeast Asian heritage young people in London
  The study aims to examine how young Londoners (aged 20 or under) of East and Southeast Asian heritage have been affected by COVID-19 through looking at their lived experiences. (UCL Grand Challenges Funded).

People

• Jessica Ringrose (NGO partnerships in areas of gender, sexuality, feminism and equality in education)
• Carol Vincent (parents’ relationships with education and schools; educational and societal approaches to diversity and difference)
• Caroline Oliver (how migrants' identities and experiences interact with state policies and institutions, and the consequences for social justice)
• Rachel Wilde (post 16 transitions to work, and how young people understand citizenship)
• Ada Mau (issues and discourses of identities, ‘race’, gender and social class and social justice in education).