An analysis on primary and secondary education status during the Pandemic in England, UK
DOI:
https://doi.org/10.54097/ehss.v8i.4687Keywords:
Covid-19, mental health, children development, education system, education policy.Abstract
The most serious period of COVID-19 seems to have passed, but the sequelae brought by COVID-19 are still threatening the society. The England government once shut down the whole country to try to slow down the spread of the pandemic, but the blockade policy was not conducive to the development of various fields, and the public showed that they could not bear to stay at home for a long time. The education system is one of the most seriously damaged systems where original teaching orders and patterns are changed significantly by the covid policy. This paper analyses the impact of policies on the education system and the state of students affected by policies. By analysing related theoretical texts, this paper supports the updating of the existing education system and the creation of new learning methods to support students who have suffered from the pandemic blockade to learn better, which takes an imperative role for students to follow up in the current situation.
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