Compounding education disengagement: COVID-19 lockdown, the digital divide and wrap-around services

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Abstract

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.

Related collections

Most cited references 11

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Is Open Access

A socioeconomic related 'digital divide' exists in how, not if, young people use computers

Courtenay Harris, Leon Straker, Clare Pollock (2017)

Government initiatives have tried to ensure uniform computer access for young people; however a divide related to socioeconomic status (SES) may still exist in the nature of information technology (IT) use. This study aimed to investigate this relationship in 1,351 Western Australian children between 6 and 17 years of age. All participants had computer access at school and 98.9% at home. Neighbourhood SES was related to computer use, IT activities, playing musical instruments, and participating in vigorous physical activity. Participants from higher SES neighbourhoods were more exposed to school computers, reading, playing musical instruments, and vigorous physical activity. Participants from lower SES neighbourhoods were more exposed to TV, electronic games, mobile phones, and non-academic computer activities at home. These patterns may impact future economic, academic, and health outcomes. Better insight into neighbourhood SES influences will assist in understanding and managing the impact of computer use on young people’s health and development.