Post-pandemic effect of COVID-19 lockdown on the academic performance of multigrade schools students (Original)

Abstract

The COVID-19 pandemic disrupted in-person classes and left a persistent, silent mark on the learning of thousands of students. More than five years after that lockdown, its effects remain, especially in vulnerable contexts such as rural multigrade schools where technological deficiencies limited connectivity, and a lack of resources exacerbated pre-existing inequalities. Consequently, this article aims to determine the post-pandemic impact of the COVID-19 lockdown on the academic performance of students in a multigrade school. A combined methodological approach was used, employing document review, a Pedagogical Test, interviews to teachers, and focus groups with parents. The results show that the COVID-19 lockdown intensified structural inequalities, impacting the continuity of basic learning. However, data triangulation revealed that learning gaps persist for some students, stemming from limited connectivity, insufficient family support, and the lack of sustained institutional strategies during and after the lockdown. Furthermore, socio-emotional repercussions that affected students' motivation and adaptation to the return to in-person learning were identified. In response to this problem, a holistic plan for leveling and providing pedagogical, familiar, technological, and socio-emotional support is proposed. This plan constitutes a viable strategy for reducing educational inequalities and strengthening learning in multi-grade contexts.