Impact of COVID-19 on Student Learning Outcomes and Academic Performance

Abstract

The COVID-19 pandemic triggered an unprecedented disruption to education systems, significantly reshaping access to learning, modes of instruction, and patterns of inequality. This study investigates the impact of COVID-19 on education in India, with particular emphasis on learning continuity, access to online education, enrolment dynamics, and digital disparities. Employing a descriptive research design with an analytical orientation, the study relies exclusively on secondary data sourced from nationally and internationally recognized surveys, indices, and policy reports. The findings reveal that educational disruption was both widespread and uneven. A substantial share of school-age children experienced prolonged disengagement from structured learning during school closures, while participation in live online classes remained confined to a limited segment of students. Digital access, especially the availability of smartphones at the household level, emerged as a critical determinant of learning continuity, with pronounced differences evident across school types and parental education levels. Vulnerable populations, including children from economically disadvantaged and migrant households, faced elevated risks of educational exclusion due to mobility constraints, limited digital resources, and weakened institutional support. Overall, the results indicate that the pandemic amplified pre-existing structural inequalities within the education system rather than producing uniform disruption. While emergency digital learning initiatives were indispensable, their effectiveness was constrained by infrastructural limitations, household readiness, and systemic capacity gaps. It highlights the importance of policy strategies that move beyond short-term learning recovery toward strengthening public education systems, narrowing digital inequalities, and enhancing resilience to future educational shocks.