Author(s)

Olympia Tsolou, Thomas Babalis, Konstantina Tsoli

Pedagogical Department of Primary Education, National & Kapodistrian University of Athens, Athens, Greece.

The current study is aimed at investigating the problem of students’ social exclusion and dropping out of school as a consequence of COVID-19 pandemic, which abruptly disrupted school life and education in general. The closure of all educational institutions rendered distant learning an unavoidable, yet important, measure taken by education stakeholders around the globe, which, however, raised issues of unequal participation of all students. Benefits largely remain skewed towards those who are considered privileged in all aspects, thus leaving many poor, ethnic and racial minorities, and other marginal groups shortchanged, especially in Greece, which has been tortured by a severe financial crisis since 2011. Groups of Greek students that were already experiencing adverse educational and social conditions due to their families’ socio-economic status or due to specific individual and ethnic characteristics, find themselves unable to keep up with the requirements set by the mode of synchronous teaching and learning, ending up socially and educationally excluded and marginalized and ultimately being prematurely forced to abandon school, thus rising dropping-out rates tremendously. Thus, the various parameters of this multi-faceted problem are examined and social and practical recommendations are made accordingly.

COVID-19 Pandemic, School, Social Exclusion, Dropping out

Tsolou, O. , Babalis, T. and Tsoli, K. (2021) The Impact of COVID-19 Pandemic on Education: Social Exclusion and Dropping out of School. Creative Education, 12, 529-544. doi: 10.4236/ce.2021.123036.