Times of crisis —whether political, financial, or health-related— often have a profound impact on multiple aspects of society. The extent of this impact varies depending on several factors, and not all individuals are affected equally. Vulnerable social groups, for instance, tend to face disproportionate consequences, while more privileged groups often possess greater resources to adapt to challenging circumstances. For this reason, examining how crises influence education is particularly important. Research suggests that three key areas are most affected during such periods: (1) material resources (such as technological equipment and infrastructure), (2) mental health (including anxiety, isolation, and disrupted social relationships), and (3) access to education.
A notable example comes from research conducted in Australia, which explored the impact of educational reforms during the COVID-19 crisis. The findings confirm that the effects of crises are unevenly distributed. Individuals already experiencing social disadvantages were more likely to maintain —and often experience an intensification of—their existing challenges, such as inadequate home infrastructure or limited internet access. For children with learning disabilities or those from diverse linguistic and cultural backgrounds, the consequences were even more severe. The sudden transition from in-person to distance learning further exposed and widened achievement gaps among students. Similarly, research conducted in Greece highlighted additional difficulties, including disruptions to teaching routines —particularly for kindergarten and early primary students— as well as inconsistencies in the quality of distance education. These issues were largely due to the fact that many teachers lacked both the necessary equipment and sufficient training to effectively adapt to this new mode of instruction.
Broadening the discussion to other types of crises worldwide —such as economic recessions or armed conflicts— reveals a consistent pattern: pre-existing inequalities tend to worsen due to reduced opportunities, limited access to resources, and damaged infrastructure. At the same time, crises such as the COVID-19 pandemic have also created opportunities for innovation in education. New teaching and learning approaches have emerged, and the urgent need for adaptation has accelerated the development of more accessible digital tools. In conclusion, crises can function not only as disruptors but also as catalysts for change, driving transformations that might otherwise take much longer to occur. Therefore, there is a pressing need for more effective policy interventions aimed at reducing educational inequalities not only during times of crisis, but also before and after them.
Educational inequalities remain a significant concern, especially during times of crisis, affecting students’ opportunities and outcomes. The STRIDE Policy Analysis Report, published in January 2026, examines how educational inequalities have been addressed and dealt with in Europe with different policy reforms. This report provides an overview of education policies implemented across many EU member states, Norway and the United Kingdom over the last decades. It analyses a wide range of reforms targeting different groups of students and levels of education, with the aim of promoting equity and inclusion. The report also highlights how these policies often focus on disadvantaged groups and emphasises the importance of targeted interventions and better evaluation systems. It shows that despite numerous reforms, educational inequalities persist, pointing to the need for more effective and coordinated policy responses, particularly in times of crisis.
- S. Rudling, S. Emery, B. Shelley, K. te Riele, J. Woodroffe, and N. Brown (2023). Education and Equity in Times of Crisis: Learning, Engagement and Support, Springer.
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