This paper presents a discussion of the way in which inequalities have emerged through home learning and school provision during school closures. This is a conceptual paper drawing on Critical Race Theory (CRT; Taylor, Gillborn, & Ladson-Billings, 2009) CRT is a theoretical and interpretive mode that examines the appearance of race and racism across dominant cultural modes of expression and supports attempts to understand the impact of systemic racism on people’s lives. The paper focuses on the learners who have been left behind as the pandemic rages through the United Kingdom (UK). An intersectional lens highlights the combined impact of the social conditions of parents and children. The coronavirus pandemic has opened up the stark digital divide in education which was more apparent than ever as children around the world tried to learn remotely, many not having internet access at home (UNESCO 2020). Constant headlines have provided updates on how the corona virus has infected and killed so many in such a short time. One element absent from coverage of Covid-19 was the impact of learning from home on Black and marginalised learners. The country faced a national lockdown including schools shutting their doors on an unprecedented scale. Much of the UK was enjoying the start of the spring. For some being presented with the opportunity to home school their children whilst working from home was a ‘dream come true.’ Education was and is facing one of the biggest challenges of the 21st Century, the need to ensure every child that was on the school register had access to education. Covid-19 exposed the long-term neglect of inequalities in society, strongly evidenced through weaknesses in the educational system. It shone a light on a structure that was unable to provide remote education to all learners. Important factors like internet and device access, quiet study spaces, and motivation, influence remote learning. School closures have had a significant impact on Black, Asian and minority students, as they are disproportionately from lower socioeconomic backgrounds and live in overcrowded and multigenerational homes. They suffer the most as they are least able to social distance. The pandemic is taking a psychological toll on these young people. Black and Asian children are more likely to lose a loved one and less likely to have insufficient access to mental health services.

Taylor, E., Gillborn, D., & Ladson-Billings, G. (2009). Foundations of critical race theory in education.