In 2022, the national Post-School Destination (GENERATION) survey asked Year 10 students to report on the disruption to their education as a result of the COVID-19 pandemic. A majority of young people felt that the pandemic hampered their progress, with a significant proportion reporting that they had fallen behind their peers in 2022. Students from states and territories with the most days of school closures (Victoria, NSW, and the ACT) were more likely to report falling behind their peers than students in states that did not experience as many days of school closures (Queensland, South Australia, Western Australia). These effects were exacerbated among students from low-socioeconomic backgrounds and students with a disability. Analysis of GENERATION data provides clear directions to policymakers in efforts to curb educational disadvantages induced by the pandemic, especially among students from equity backgrounds.
Many young people felt that the pandemic hampered their progress, with 52% reporting that their Year 9 suffered as a result of the disruption caused by COVID-19.
A majority of students (59%) did not feel prepared for school in 2022, whilst 22% reported that they have fallen behind their peers as a result of the COVID-19 pandemic.
27% of the students with no parent with a university degree, and residing in a state with high school closures, fell behind compared to 15% of students with at least one parent with a university education.
34% of the students with a disability, and residing in a state with high school closures, fell behind compared to 16% of students with no disability.
Figure 1 compares students who lived in states with high school closures (Victoria, NSW and the ACT) compared to those living in other states and territories. Students living in states with high school closures reported worse progress in Year 9, not feeling prepared for the school year, and not catching up on learning missed. Further, they were more likely to report falling behind their peers but were no more likely to receive additional support from their schools.
Students from several equity groups were more likely to report falling behind their peers. Figure 2 shows that students with at least one parent from university who lived in a state with high school closures were more likely to report falling behind, but that this was even more pronounced for those who did not have parents who have a university education. Presumably, students who had parents with a university degree could assist the young person in catching up.
Figure 3 shows that students who report having a disability were more likely to report falling behind their peers. Further, the ‘gap’ between students with and without a disability was even greater in states with high school closures than in states with low school closures.
Looking into other equity groups, there was no statistically reliable difference in the percentage of Indigenous students falling behind in high compared to low school closure states. There was also no differences for metro and regional schools in high school closure states even though fewer students in regional areas in low school closure states reported being behind their peers than in metro areas.