The study says that the poorest children who miss more schools and beyond that after Covid.

Joint research with the BBC suggests that the poorest children miss more schools and flow further behind the classmates.

According to the new analysis conducted by the Education Policy Institute (EPI) – which looked at the performance of the student after the Covid -19 pandemic – children from the least income families now exceed 19 months at a time when they are 16 years old.

“A dangerous and deep shift” in the positions of the attendees. She said Lockdowns threw a “long shadow” on the chances of the lives of young children.

The latest statistics for persistent absence show that 15 % of primary children in England have been lost at least one in ten days of school in the school year – up from about 8 % before Covid.

It comes to the gap between the poorest students and other students mainly narrowed before the epidemic, after years of effort by schools.

However, the report indicates that it gets worse. She says the gap – which is measured using GCSE results – will decrease from 19 months to 15 months of learning if the school attendance is the same for all students.

It is the first time that a “very clear link” has been a “very clear link” between the amount of children from the lowest families who enroll in school, and to what extent they fell into other students.

Her team specifically looked at children who have received free school meals in the past six years, which means that the family income is less than 7400 pounds per year after taxes and does not include benefits.

Ms. Pereira said that there is more research to understand the reason for the struggle of these children in order to be at school, with possible factors including bad housing and mental health.

Five years have passed since the UK closed, when schools were closed to most children.

The playgrounds and nurseries also closed, with the parents of children and young children, isolated from their extended family. There were other changes as well, as health visitors or in contact with parents only online.

Panorama heard of families and teachers about the influence of these children, who just start or still at primary school.

Schools say that some have been late in speech and understanding words, or have a slower social or emotional development, or that they lack the basic skills that are usually captured by playing.

Professor Catherine Davis, from Leeds University, says that some children have missed the “basic skills” they need to understand the school and continue in broader groups.

At Queens Drive Elementary School, in Preston, teaching assistant Sarah Baraklo was trained in a national program to help children between four and five years in England with speech and language.

She says the effect of Covid was “huge”, and if they did not learn to say and understand more words, then the children and then are isolated. “You are alone and do not participate in the games on the field,” she says.

Iman, who is now four years old, was born during the first insurance in the UK and is one of the children who receive help through early language intervention in Nuffield (NELI).

His parents, Ruby and Charles, notice the difference between Iman and his older brother. During the epidemic, Iman barely came out and met with other people.

Charles says there is a “flagrant difference” between their children and that EMAAN is more clinging.

The NELI program is funded for teaching assistants training until the end of this academic year in England. But then, the financing has not been confirmed yet.

The government set a 2028 target for 75 % of children – an increase of 68 % – to reach a good level of development by the time when they leave the reception.

Some cultural transformations resulting from the closure and the closure of partial schools may prove that they are the most difficult to solve.

The Minister of Education told the BBC that the epidemic has deeply changed the positions towards the audience. She said that it is important that the youngest students got “the support they need to flourish.”