A.07. Learning, Well-Being, and Inequality: Cross-national analyses of Pandemic Policy Responses

This panel discusses the efficacy of different national educational policy responses to the pandemic. We take a broad approach by considering both cognitive (academic achievement; 2024) and non-cognitive (socioemotional learning, mental and physical health; 2026) outcomes across a range of international jurisdictions.

The panel session provides a coherent approach across each of the national profiles by examining national responses to the pandemic in relation to each of the following three issues:

National Administrative Data

Each paper describes the participation and general performance pattern in relation to national and international assessments (i.e., PISA), both prior and during the pandemic. Individual authors quantify the degree of “learning losses” experienced in the aftermath of the pandemic, along with large-scale surveys that capture non-cognitive outcomes (i.e., socioemotional skills, growth mindset).

Education Policy Reforms

Profiles provide a detailed analysis of national recovery policy interventions and reforms enacted to support K-12 students in the aftermath of the pandemic. Each author will include a description of the specific features of the various policy reforms and juxtaposes these interventions against the available empirical literature.

Impact Analysis of Policy Interventions

Finally, each national profile provides an impact analysis of K-12 policy reforms – with an emphasis on the most vulnerable student groups within each nation. Authors provide an overall assessment of the effectiveness of the recovery policies and offer insights and recommendations for policymakers in relation to cognitive and non-cognitive student development.

Collectively, this panel provides an important and timely cross-national analysis of educational policy interventions enacted in response to the pandemic.