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The impact of COVID-19 on the Spanish education system

Publicado en:COVID-19 and Social Change in Spain. 139-150 - 2022-01-01 (), DOI: 10.4324/9781003281719-14

Autores: Turienzo D; Rogero J; Díaz V

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The crisis caused by COVID-19 has tested the Spanish educational system. On the one hand, it has delved into some of the pre-existing weaknesses: lack and inadequate distribution of resources, high segregation of the students considering their socio-economic origin, elevated levels of year repetition linked to their social origin, and high early school dropout, among others. On the other hand, this situation has shaped a new social and educational reality that has arisen recently, following the restrictions on attendance during the successive waves of the pandemic. The traditional functions of the educational system have been transferred to the families, leading to a growing and unbalanced technologisation of the formative process, increasing the disengagement of the most vulnerable students and worsening educational inequity. In addition to the educative function, it has been weakened the role played by schools as a socialisation environment, caretaker of children and where inequalities are balanced. This context has led to widening the existing learning gaps, and also it has affected the mental health of the actors involved, students and teachers, in a situation that can also be described as a pandemic. In this scenario, different administrations have developed measures and mechanisms that aim to offer a response to face the new challenges which have aroused. The question is whether these measures will be satisfactory, not only to face the specific needs of the pandemic but also the new educational context.

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