Inequalities in late adolescents’ educational experiences and wellbeing during the Covid-19 pandemic

Figures & data

Figure 1. COVID restrictions and fieldwork timeline.

Table 1. Descriptive statistics from the UCL CEPEO / LSE survey data by key demographic characteristics.

	N	Total	Graduate Parent	Non-graduate parent	Eligible for FSM over past 6 years	Not eligible for FSM over past 6 years	Male	Female	Black, Asian or Minority Ethnic (BAME)	White
Total proportions			45.5	54.5	25.3	74.7	50.7	49.3	24.2	75.8
Number of days studied (per week)	3,170	3.13	3.40	2.95	2.86	3.22	3.04	3.22	3.21	3.11
Number of hours studies (per day)	2,922	2.89	3.10	2.75	2.64	2.97	2.85	2.93	2.84	2.91
Whether received help at home with studying	2,386	55%	59%	51%	50%	56%	55%	55%	47%	58%
Whether received help from a paid tutor	2,402	8%	8%	7%	9%	7%	9%	6%	14%	6%
Number of days of school missed (since Sept 2020)	1,587	9.24	9.15	9.22	9.93	9.01	9.44	9.06	9.94	9.01
Feels held back ‘a lot’ by school closures	2,706	31%	30%	31%	38%	28%	29%	33%	35%	29%
Whether received some form of extra in-school tuition or class (since Sept 2020)	2,032	15%	15%	14%	18%	14%	14%	15%	15%	15%
Whether received help from a paid tutor (outside school since Sept 2020)	2,707	9%	12%	8%	8%	9%	9%	9%	16%	7%
Standardised wellbeing score	3,536	0.03	0.09	-0.05	-0.05	0.05	0.23	-0.18	-0.01	0.04
Feeling unmotivated has had a negative impact on wellbeing	3,794	73%	73%	73%	71%	73%	65%	80%	71%	73%
Feeling lonely has had a negative impact on wellbeing	3,794	44%	45%	44%	43%	44%	34%	54%	40%	45%
Feeling anxious about the future has had a negative impact on wellbeing	3,794	51%	53%	51%	50%	51%	39%	63%	50%	51%
More likely to go to university after A levels as a result of the pandemic	1,417	15%	15%	16%	21%	13%	14%	16%	28%	10%
More likely to go on to study apprenticeship after A levels as a result of the pandemic	1,181	24%	19%	25%	28%	22%	30%	17%	24%	23%
More likely to take any job after university as a result of the pandemic	465	47%	40%	53%	48%	46%	40%	51%	48%	46%
More likely to study a post-graduate qual. after university as a result of the pandemic	420	15%	14%	17%	15%	15%	13%	16%	11%	16%
Received higher Centre Assessed Grades (CAGs) than Calculate Grades	300	59%	67%	52%	60%	58%	56%	61%	68%	56%
Would have preferred to take exams in 2020	770	57%	60%	53%	62%	55%	54%	59%	63%	55%
Felt that CAGs were better than had expected	960	20%	17%	22%	20%	20%	17%	23%	17%	22%

Notes: All figures from the UCL CEPEO – LSE Covid-19 survey of young people linked to the National Pupil Database. Some questions were asked only to specific year groups where relevant. Samples are restricted to those who report given outcome.

Figure 2. Number of days studied per week during lockdown 1 (March–June 2020) by parents’ graduate status.

Figure 3. Number of hours studied per day during lockdown 1 (March–June 2020) by parents’ graduate status.

Table 2. Socio-economic, ethnic, and gender gaps in lockdown 1 experiences.

	Number of days studied (per week)	Number of hours studies (per day)	Whether received help at home with studying	Whether received help from a paid tutor
Graduate parent	0.196	0.119	0.093	0.013
	(0.08)**	(0.08)	(0.02)***	(0.01)
FSM in past 6 years	-0.292	-0.273	-0.053	-0.003
	(0.10)***	(0.10)***	(0.03)**	(0.02)
Male	-0.178	-0.092	-0.022	0.021
	(0.07)**	(0.07)	(0.02)	(0.01)*
Black	0.339	0.231	-0.075	0.065
	(0.16)**	(0.16)	(0.05)	(0.03)**
Asian (ink Chinese)	0.127	-0.076	-0.082	0.135
	(0.14)	(0.14)	(0.04)**	(0.03)***
Mixed	0.051	-0.053	-0.051	0.088
	(0.16)	(0.16)	(0.05)	(0.04)**
Other	0.061	-0.174	-0.098	0.066
	(0.26)	(0.27)	(0.07)	(0.04)
Year 10	-0.227	-0.305	-0.080	0.003
	(0.12)*	(0.12)**	(0.03)***	(0.02)
Year 11	-0.210	-0.247	-0.224	0.077
	(0.12)*	(0.13)*	(0.03)***	(0.02)***
Year 12	-2.369	-2.280	-0.333	0.020
	(0.12)***	(0.12)***	(0.04)***	(0.02)
Year 13	-0.753	-0.876	-0.419	-0.012
	(0.12)***	(0.12)***	(0.03)***	(0.02)
Year 14	-1.875	-1.907	-0.459	-0.014
	(0.13)***	(0.13)***	(0.04)***	(0.02)
Prior achievement	X	X	X	X
Demographics	X	X	X	X
Observations	3,170	2,922	2,386	2,402

Notes: All analysis from the UCL CEPEO – LSE Covid-19 survey of young people linked to the National Pupil Database. Prior achievement includes total Key Stage 4 points score and total Key Stage 2 score for those in year 12-15, and total Key Stage 2 score and Key Stage 1 level for those in year 9-11. All scores have been standardised to mean 0, standard deviation 1. Demographics include Special Educational Needs (SEN) status and English as an Additional Language (EAL) from the linked National Pupil Database. Some questions were asked only to specific year groups where relevant – those who were affected by school closures in this case. Samples are restricted to those who report given outcome. Missing data is imputed to mean values for explanatory variables with a missing dummy included. Standard errors in parentheses. * sig at 10%, ** sig at 5%, ***sig at 1%.

Table 3. Socio-economic, ethnic, and gender gaps in returning to school experiences.

	Number of days of school missed (since Sept 2020)	Feels held back ‘a lot’ by school closures	Whether received some form of extra in-school tuition or class (since Sept 2020)	Whether received help from a paid tutor (outside school since Sept 2020)
Graduate parent	-0.086	0.008	0.010	0.031
	(0.41)	(0.02)	(0.02)	(0.01)**
FSM in past 6 years	0.556	0.071	0.042	-0.025
	(0.49)	(0.02)***	(0.02)**	(0.02)*
Male	0.344	-0.051	-0.008	-0.001
	(0.38)	(0.02)***	(0.02)	(0.01)
Black	1.201	0.041	-0.023	0.101
	(0.94)	(0.04)	(0.03)	(0.04)***
Asian (ink Chinese)	0.262	0.060	-0.003	0.106
	(0.70)	(0.04)*	(0.03)	(0.03)***
Mixed	-0.338	-0.010	0.048	0.031
	(0.90)	(0.04)	(0.04)	(0.03)
Other	0.836	0.094	0.006	0.068
	(1.12)	(0.06)	(0.05)	(0.04)*
Year 10	1.086	0.070	0.044	-0.002
	(0.61)*	(0.03)**	(0.02)**	(0.02)
Year 11	1.591	0.241	0.247	0.105
	(0.62)**	(0.03)***	(0.03)***	(0.02)***
Year 12	-0.683	0.021	0.029	0.001
	(0.59)	(0.03)	(0.02)	(0.02)
Year 13	0.454	0.235	0.096	-0.001
	(0.62)	(0.03)***	(0.02)***	(0.02)
Prior achievement	X	X	X	X
Demographics	X	X	X	X
Observations	1,587	2,706	2,032	2,707

Notes: All analysis from the UCL CEPEO – LSE Covid-19 survey of young people linked to the National Pupil Database. Prior achievement includes total Key Stage 4 points score and total Key Stage 2 score for those in year 12-15, and total Key Stage 2 score and Key Stage 1 level for those in year 9-11. All scores have been standardised to mean 0, standard deviation 1. Demographics include Special Educational Needs (SEN) status and English as an Additional Language (EAL) from the linked National Pupil Database. Some questions were asked only to specific year groups where relevant – those returning to school in this case. Samples are restricted to those who report given outcome. Missing data is imputed to mean values for explanatory variables with a missing dummy included. Standard errors in parentheses. * sig at 10%, ** sig at 5%, ***sig at 1%.

Table 4. Socio-economic, ethnic, and gender gaps in wellbeing experiences.

	Standardised wellbeing score	Feeling unmotivated has had a negative impact on wellbeing	Feeling lonely has had a negative impact on wellbeing	Feeling anxious about the future has had a negative impact on wellbeing
Graduate parent	0.072	-0.005	0.026	0.033
	(0.04)*	(0.02)	(0.02)	(0.02)*
FSM in past 6 years	-0.072	0.011	0.023	0.017
	(0.05)	(0.02)	(0.02)	(0.02)
Male	0.412	-0.139	-0.196	-0.222
	(0.04)***	(0.02)***	(0.02)***	(0.02)***
Black	0.014	-0.025	-0.068	-0.024
	(0.09)	(0.04)	(0.04)*	(0.04)
Asian (ink Chinese)	-0.126	0.005	-0.027	0.002
	(0.07)*	(0.03)	(0.03)	(0.03)
Mixed	-0.123	-0.051	0.020	-0.022
	(0.12)	(0.04)	(0.04)	(0.04)
Other	-0.182	0.035	-0.019	-0.015
	(0.12)	(0.05)	(0.05)	(0.06)
Year 10	-0.208	0.069	0.018	0.078
	(0.07)***	(0.03)**	(0.03)	(0.03)**
Year 11	-0.482	0.126	0.086	0.260
	(0.06)***	(0.03)***	(0.03)***	(0.03)***
Year 12	-0.509	0.134	0.194	0.164
	(0.06)***	(0.03)***	(0.03)***	(0.03)***
Year 13	-0.646	0.186	0.252	0.302
	(0.07)***	(0.03)***	(0.03)***	(0.03)***
Year 14	-0.559	0.122	0.279	0.228
	(0.07)***	(0.03)***	(0.03)***	(0.03)***
Year 15	-0.373	0.116	0.223	0.181
	(0.07)***	(0.03)***	(0.03)***	(0.03)***
Prior achievement	X	X	X	X
Demographics	X	X	X	X
Observations	3,536	3,794	3,794	3,794

Notes: All analysis from the UCL CEPEO – LSE Covid-19 survey of young people linked to the National Pupil Database. Prior achievement includes total Key Stage 4 points score and total Key Stage 2 score for those in year 12-15, and total Key Stage 2 score and Key Stage 1 level for those in year 9-11. All scores have been standardised to mean 0, standard deviation 1. Demographics include Special Educational Needs (SEN) status and English as an Additional Language (EAL) from the linked National Pupil Database. Samples are restricted to those who report given outcome. Missing data is imputed to mean values for explanatory variables with a missing dummy included. Standard errors in parentheses. * sig at 10%, ** sig at 5%, ***sig at 1%.

Table 5. Socio-economic, ethnic, and gender gaps in future plans.

	More likely to go to university after A levels as a result of the pandemic	More likely to go on to study apprenticeship after A levels as a result of the pandemic	More likely to take any job after university as a result of the pandemic	More likely to study a post-graduate qual. after university as a result of the pandemic
Graduate parent	0.008	-0.014	-0.099	-0.018
	(0.02)	(0.03)	(0.05)*	(0.04)
FSM in past 6 years	0.015	0.021	-0.029	-0.053
	(0.02)	(0.03)	(0.07)	(0.05)
Male	-0.015	0.110	-0.093	-0.043
	(0.02)	(0.03)***	(0.05)*	(0.04)
Black	0.159	0.020	0.044	-0.023
	(0.06)***	(0.06)	(0.11)	(0.08)
Asian (ink Chinese)	0.172	0.077	0.038	-0.050
	(0.05)***	(0.06)	(0.09)	(0.05)
Mixed	0.032	-0.045	-0.012	0.028
	(0.04)	(0.05)	(0.11)	(0.08)
Other	0.126	-0.117	0.134	-0.047
	(0.07)*	(0.07)*	(0.19)	(0.10)
Year 12	-0.029	0.042
	(0.03)	(0.03)
Year 13	-0.003	0.096
	(0.03)	(0.03)***
Prior achievement	X	X	X	X
Demographics	X	X	X	X
Observations	1,417	1,181	465	420

Notes: All analysis from the UCL CEPEO – LSE Covid-19 survey of young people linked to the National Pupil Database. Prior achievement includes total Key Stage 4 points score and total Key Stage 2 score for those in year 12-15, and total Key Stage 2 score and Key Stage 1 level for those in year 9-11. All scores have been standardised to mean 0, standard deviation 1. Demographics include Special Educational Needs (SEN) status and English as an Additional Language (EAL) from the linked National Pupil Database. Some questions were asked only to specific year groups where relevant. Samples are restricted to those who report given outcome. Missing data is imputed to mean values for explanatory variables with a missing dummy included. Standard errors in parentheses. * sig at 10%, ** sig at 5%, ***sig at 1%.

Table 6. Socio-economic, ethnic, and gender gaps in exam experiences.

	Received higher Centre Assessed Grades (CAGs) than Calculate Grades	Would have preferred to take exams in 2020	Felt that CAGs were better than had expected
Graduate parent	0.143	0.097	-0.064
	(0.06)**	(0.04)**	(0.03)**
FSM in past 6 years	0.119	0.036	-0.000
	(0.08)	(0.05)	(0.04)
Male	-0.030	-0.046	-0.054
	(0.06)	(0.04)	(0.03)**
Black	-0.069	0.082	-0.045
	(0.14)	(0.08)	(0.06)
Asian (ink Chinese)	-0.121	0.043	-0.036
	(0.11)	(0.07)	(0.05)
Mixed	0.198	0.044	-0.059
	(0.10)*	(0.07)	(0.05)
Other	0.413	-0.020	-0.090
	(0.04)***	(0.12)	(0.07)
Prior achievement	X	X	X
Demographics	X	X	X
Observations	300	770	960

Notes: All analysis from the UCL CEPEO – LSE Covid-19 survey of young people linked to the National Pupil Database. Prior achievement includes total Key Stage 4 points score and total Key Stage 2 score for those in year 12-15, and total Key Stage 2 score and Key Stage 1 level for those in year 9-11. All scores have been standardised to mean 0, standard deviation 1. Demographics include Special Educational Needs (SEN) status and English as an Additional Language (EAL) from the linked National Pupil Database. Some questions were asked only to specific year groups where relevant – those in exam years in this case, and only those in year 14 (last year’s A level cohort for column 1). Samples are restricted to those who report given outcome. Missing data is imputed to mean values for explanatory variables with a missing dummy included. Standard errors in parentheses. * sig at 10%, ** sig at 5%, ***sig at 1%.