Compounding education disengagement: COVID-19 lockdown, the digital divide and wrap-around services
Author(s)
Seymour, Kathryn
Skattebol, Jennifer
Pook, Ben
Griffith University Author(s)
Year published
2020
Metadata
Show full item recordAbstract
Purpose
The purpose of this paper is to share reflections on the frontline delivery of a wrap-around secondary school re-engagement programme on compounding digital inequality during the COVID-19 lockdown.
Design/methodology/approach
This paper presents a deliberative reflection on practice and policy lessons learned while negotiating the digital divide during the COVID-19 lockdown in the delivery of the yourtown education youth engagement programme.
Findings
Frontline youth worker practice lessons highlight the compounding effect of digital inequality on vulnerable young people who are already disengaged or disengaging ...
View more >Purpose The purpose of this paper is to share reflections on the frontline delivery of a wrap-around secondary school re-engagement programme on compounding digital inequality during the COVID-19 lockdown. Design/methodology/approach This paper presents a deliberative reflection on practice and policy lessons learned while negotiating the digital divide during the COVID-19 lockdown in the delivery of the yourtown education youth engagement programme. Findings Frontline youth worker practice lessons highlight the compounding effect of digital inequality on vulnerable young people who are already disengaged or disengaging from secondary education and the necessity for a reflexive, agile and adaptable practice response, particularly during unprecedented events such as the COVID-19 pandemic. Originality/value This paper presents a wraparound service perspective and outlines important practice lessons gained from adapting an education re-engagement programme to respond to the COVID-19 lockdown in the Greater Brisbane area, Australia.
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View more >Purpose The purpose of this paper is to share reflections on the frontline delivery of a wrap-around secondary school re-engagement programme on compounding digital inequality during the COVID-19 lockdown. Design/methodology/approach This paper presents a deliberative reflection on practice and policy lessons learned while negotiating the digital divide during the COVID-19 lockdown in the delivery of the yourtown education youth engagement programme. Findings Frontline youth worker practice lessons highlight the compounding effect of digital inequality on vulnerable young people who are already disengaged or disengaging from secondary education and the necessity for a reflexive, agile and adaptable practice response, particularly during unprecedented events such as the COVID-19 pandemic. Originality/value This paper presents a wraparound service perspective and outlines important practice lessons gained from adapting an education re-engagement programme to respond to the COVID-19 lockdown in the Greater Brisbane area, Australia.
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Journal Title
Journal of Children's Services
Volume
15
Issue
4
Subject
Public Health and Health Services
Social Work
Psychology
Social Sciences
Digital inequality
Education
Young people