THIRTEEN:
COVID-19 lockdown has exposed Somali students’ vulnerabilities in achieving their educational targets due to existing settlement challenges and social inequalities that have been compounded by new difficulties brought by COVID-19, such as stress, emotional difficulties, mental illness, gaining weight (caused by physical inactivity due to lack of space to burn off their energies), together with issues surrounding mock exams that disadvataged Somali students. On the other side, the condition created by the pandemic has facilitated family reconnection; improved teacher–parents constructive engagement towards helping children’s learning at home; created a community discussion on how to support their children’s education during lockdown and also learn useful technological skills. Similarly, older siblings have proved useful informal teachers for the youngsters during school closures.
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