The negative impact of COVID-19-related disruptions on student learning has fallen disproportionately on students living in economically disadvantaged communities, students with learning disabilities and students who are English Language Learners. Those populations were already achieving academically at substantially lower levels than the general population. And if that weren’t concerning enough, the U.S. education system has failed for decades to prepare the majority of students for productive work and income. The pandemic has exacerbated the problems and threatens to degrade academic achievement even further.
In this fifth article in our series on neuroscience and education equity, we explain why it’s time to help all students develop the cognitive skills that will foster greater equity in learning and true social justice.
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