Cynthia Martínez Garrido

Smaller classroom sizes in schools are failing to increase the resilience of children from low-income families, according to a study published in the International Journal of Science Education. Data from more than 2,700 disadvantaged secondary school students in Japan and China show that minimising class sizes does not lead to better grades. The authors of the study claim that reducing classroom size may even decrease the likelihood of children achieving the best results.

A meta-analysis of 42 studies from 15 countries, including Spain, concludes that the covid-19 pandemic caused learning delays in school-aged children and a loss of knowledge equivalent to 35% of the learning of a school year. The research, published in Nature Human Behaviour, highlights that these effects persisted over time.

Research published in PNAS shows how, in a sample of more than 1,600 racially diverse (black and white) parents in the United States, freedom of school choice, regardless of the presence of students of other ethnicities, also increases segregation. The authors attribute this to different preferences between black parents, who favour higher school ratings, and white parents, who prefer proximity to the school.