Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design.

Bayley, Stephen; Wole Meshesha, Darge; Rose, Pauline; Woldehanna, Tassew; Yorke, Louise; Ramchandani, Paul

Bayley, Stephen; Wole Meshesha, Darge; Rose, Pauline; Woldehanna, Tassew; Yorke, Louise; Ramchandani, Paul.

Afiliación

Bayley S; University of Cambridge, UK.
Wole Meshesha D; Addis Ababa University, Ethiopia.
Rose P; University of Cambridge, UK.
Woldehanna T; Addis Ababa University, Ethiopia.
Yorke L; University of Cambridge, UK.
Ramchandani P; University of Cambridge, UK.

Longit Life Course Stud ; 14(2): 203-239, 2022 11 28.

Article en En | MEDLINE | ID: mdl-37022317

Asunto(s)

COVID-19; Abandono Escolar; Niño; Humanos; Estudiantes/psicología; COVID-19/epidemiología; Instituciones Académicas; Escolaridad

Palabras clave

COVID-19 school closures; Ethiopia; dropout; education; socio-emotional learning

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Texto completo: 1 Base de datos: MEDLINE Asunto principal: Abandono Escolar / COVID-19 Tipo de estudio: Prognostic_studies / Risk_factors_studies Idioma: En Revista: Longit Life Course Stud Año: 2022 Tipo del documento: Article

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