A recent analysis conducted by the Education Policy Institute (EPI) and education provider Renaissance shed light on the disproportionate impact of the Covid-19 pandemic on girls’ education compared to their male counterparts. The study, which examined six million assessments taken by pupils from year three to nine in the academic year 2022/23, revealed concerning discrepancies in the effects of the pandemic on reading and math attainment between genders.
According to the findings, the pandemic has had a more pronounced effect on girls than boys, particularly in the realms of reading and math. While girls continue to outperform boys in reading, the research noted a narrowing of the gap in primary reading, with girls now only 3.1 months ahead of boys. Similarly, in secondary reading, the gap has narrowed by 1.2 months to 4.4 months.
Jon Andrews, Head of Analysis and Director for School Performance and Systems at EPI, highlighted the striking nature of the analysis, noting that girls’ attainment appeared to have been disproportionately affected by the pandemic compared to boys. He emphasized that gaps in reading had narrowed, with boys pulling further ahead in primary math.
The analysis revealed that in primary math, results had declined for both boys and girls, but girls had experienced a greater decline, widening the gap by two months to 2.9 months in favor of boys. In secondary math, while results had fallen for both genders, the difference had narrowed by 3.6 months to just 0.3 months in favor of girls.
A spokesperson from the Department for Education (DfE) highlighted the government’s commitment to improving educational outcomes for all pupils. They cited increased school funding in 2024-25, reaching the highest-ever level in real terms per pupil, and highlighted the success of initiatives such as the pupil premium and the National Tutoring Programme in supporting disadvantaged pupils.
However, despite these efforts, substantial regional disparities persist. The analysis found significant gaps between geographic regions, with Yorkshire and Humber ranking as the lowest performing region, with pupils lagging 4.3 months behind their peers in London in primary reading. On a positive note, pupils in London experienced the greatest increase in results, equivalent to a 1.4-month improvement in primary reading.
Furthermore, the analysis highlighted disparities in educational outcomes based on special educational needs (SEN) status. While the gap between non-SEN pupils and SEN pupils with Education Health and Care Plans (EHCP) narrowed slightly, significant disparities remained. The pandemic exacerbated existing challenges faced by pupils with SEN, underscoring the need for targeted support to address these disparities.
Paul Whiteman, General Secretary of the school leaders’ union NAHT, emphasized the ongoing efforts of teachers and leaders to support children in catching up after disruptions caused by the pandemic. While acknowledging the small closing of the gap for pupils with SEN, Whiteman expressed concern about the impact of the pandemic on girls’ attainment and pupils with English as an additional language.
Despite challenges, the analysis revealed some positive trends. Improvements were observed across all ethnic groups in primary reading, with black primary pupils closing the gap with their white counterparts and even surpassing them slightly. Additionally, improvements were seen in secondary reading for various ethnic backgrounds, though declines were noted for Chinese and white pupils.
In conclusion, the analysis underscores the multifaceted impact of the Covid-19 pandemic on educational outcomes, particularly highlighting disparities based on gender, region, and SEN status. While progress has been made in some areas, persistent challenges remain, emphasizing the ongoing need for targeted interventions and support to ensure equitable educational opportunities for all pupils.