Inequalities in the home learning environment during the pandemic: a closer look at Syrian refugee children’s home learning environment in Türkiye prior to COVID-19

Abstract

ABSTRACT The home learning environment of children became critical during the COVID-19 school closures, and already-existing deprivations of children increased inequalities in access to education during the COVID crisis. This study documents the home learning environment for the Turkish host community and Syrian refugee children in the pre-pandemic year. In order to ac hieve this end, a composite home learning environment (HLEQI) is calculated using the Demographic Health Survey (DHS) in Türkiye, which includes a sample of Syrian children. This study reveals that Syrian children were already burdened with disadvantages regarding their home learning environment quality, with the average HLEQI calculated for Turkish children as 61.7% and Syrian children at 36.5%. Moreover, when examining the individual components of this composite index, our study reveals substantial gaps in the supportive home learning environment for both Turkish and Syrian children, with the latter facing even greater challenges. These gaps span across various dimensions of the composite index, encompassing aspects such as access to remote learning infrastructure, adequate study space at home, and quality interaction with adults. The study underscores the need for targeted interventions to address these disparities and ensure an equitable learning environment for all children, regardless of their background or circumstances.