School students around the world suffered significant learning setbacks during the COVID-19 pandemic. In an effort to analyze learning losses, some 35,000 studies relating to the COVID-19 pandemic within a scholastic environment were compiled and evaluated with the aid of an AI tool.

The study identified some 103 studies conducted in 45 countries that examined whether or not school students experienced any learning loss during the pandemic. The studies were analyzed collectively to create a more comprehensive understanding of student learning during the pandemic. It is the world's largest meta-analytical study on the subject.

The findings reveal that on average, children and teens suffered a learning deficit corresponding to approximately half of a standard academic year. The subject areas of math, reading, and language skills suffered considerably. A particularly alarming finding is that even after two years since the start of the pandemic, researchers can still clearly measure the adverse effects.

The analysis also revealed similar levels of learning loss among primary and secondary school students. Interestingly enough, the country's level of development - measured by the Human Development Index (HDI), life expectancy, duration of school attendance, and gross national income per capita - showed no discernible correlation to the extent of learning deficits. The learning gaps occurred regardless of the publication quality or medium of the studies analyzed.

The researchers explained: “Our study clearly shows that in order to close the resulting learning gaps, we desperately need targeted support measures. These measures could be carried out by means of customized initiatives, especially for students who are struggling. Austria, for example, offers summer school programs to boost students' academic performance.”

Educational systems also need to become more crisis-resistant and facilitate successful learning, even during challenging times. The study will soon be published in the internationally renowned journal, “Learning and Instruction”.