Italy: Student Performance and Learning Loss

Recent evidence from the 2022 wave of the OECD Programme for International Student Assessment (PISA) sheds light on the phenomenon of learning loss exacerbated by the COVID-19 pandemic. Italy, having implemented one of the longest national school closures during the pandemic, serves as a notable case study. This chapter reviews studies exploring the extent of learning loss that reveal significant negative results—particularly in mathematics and reading—with the only exception of reading in primary education. The learning loss in lower and upper secondary school ranges between 0.05 and 0.41 standard deviations (SD) respectively in reading, and 0.03 and 0.39 SD in mathematics, with impacts intensifying at higher educational levels. Despite efforts to address learning loss through measures such as online tutoring programmes, the long-term consequences remain a concern, particularly for upper secondary students. Further research is crucial to understanding the full scope of COVID-19’s impact on education, including its implications for student well-being and the enduring effects of the adoption of digital technology.