Academic Journal
Home and school factors associated with math trajectories before and after COVID-19 in Ghana.
| Τίτλος: | Home and school factors associated with math trajectories before and after COVID-19 in Ghana. |
|---|---|
| Συγγραφείς: | Gerstner CE; College of Education, the University of Alabama, Tuscaloosa, AL, United States., Suntheimer NM; Institute for Child Development, University of Minnesota, Twin Cities, MN, United States., Weiss EM; Graduate School of Education, Rutgers University, New Brunswick, NJ, United States., Appiah R; College of Health Sciences, University of Ghana, Accra, Greater Accra Region, Ghana.; Department of Psychology, Northumbria University, Newcastle upon Tyne, United Kingdom., Aurino E; School of Economics, University of Barcelona, Barcelona, Spain., Wolf S; Graduate School of Education, University of Pennsylvania, Philadelphia, PA, United States. |
| Πηγή: | Child development [Child Dev] 2026 Aug 29; Vol. 97 (5), pp. 1606-1622. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Blackwell Publishers Country of Publication: England NLM ID: 0372725 Publication Model: Print Cited Medium: Internet ISSN: 1467-8624 (Electronic) Linking ISSN: 00093920 NLM ISO Abbreviation: Child Dev Subsets: MEDLINE |
| Imprint Name(s): | Publication: Malden, MA : Blackwell Publishers Original Publication: [Chicago, etc.] : Published by the University of Chicago Press for the Society for Research in Child Development [etc.] |
| Ιατρικοί όροι (MeSH): | Schools*/statistics & numerical data , Mathematics*/statistics & numerical data , COVID-19*, Humans ; Ghana ; Female ; Longitudinal Studies ; Child ; Male ; Child, Preschool |
| Περίληψη: | While the COVID-19 pandemic had well-documented short-term consequences for children's learning, less is known about longer-term academic trajectories. Using a longitudinal sample of Ghanaian children (2015-2024; N = 2,901; Mages = 5.1-13.2 years; 49.3% female), this study employed a piecewise latent growth curve approach to examine math trajectories before, during, and after the pandemic and examined whether 6 risk and protective factors explained interindividual variability in trajectories. Findings show that math growth slowed significantly during school closures, with partial recovery afterward. Wealthier households, cognitively stimulating caregiving, and private school attendance were protective. Findings regarding risk factors were less conclusive. The study highlights the lasting educational consequences of widespread crises and points to specific protective factors that can sustain math learning. (© The Author(s) 2026. Published by Oxford University Press on behalf of the Society for Research in Child Development.) |
| Competing Interests: | Conflicts of interest: The authors declare they have no conflict of interest. |
| Grant Information: | UBS Optimus Foundation; World Bank Strategic Impact Evaluation Fund; Early Learning Partnership; British Academy's Early Childhood Development Programme; 101041741 European Union's Horizon Europe research and innovation program; European Union or the European Research Council Executive Agency; Jacobs Foundation; PID2023-150712NA-I00 Ministerio de Ciencia, Innovacion y Universidades; MICIU/AEI/10.13039/501100011033 Ministerio de Ciencia, Innovacion y Universidades; International ERC_ European Research Council |
| Contributed Indexing: | Keywords: COVID-19; caregiving; longitudinal; mathematics; teachers; trajectories Local Abstract: [plain-language-summary] The COVID-19 pandemic disrupted schooling for children worldwide, but its long-term effects on learning are not fully understood. This study followed nearly 3,000 children in Ghana over 9 years and explored how their math skills developed before, during, and after pandemic-related school closures. The results show that children's math learning slowed substantially while schools were closed and improved after reopening but did not fully return to pre-pandemic growth rates. Children from wealthier families, those who experienced more enriching interactions at home, such as reading books together, and those attending private schools showed stronger math progress. Overall, the findings suggest that large-scale crises can have lasting effects on children's learning, while supportive home and school environments can help protect their development. |
| Entry Date(s): | Date Created: 20260313 Date Completed: 20260829 Latest Revision: 20260829 |
| Update Code: | 20260829 |
| DOI: | 10.1093/chidev/aacag018 |
| PMID: | 41822948 |
| Βάση Δεδομένων: | MEDLINE |
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