Comparative public policies (pre-COVID and post-COVID) in care for socially disadvantaged children in Spanish schools

Abstract

Introduction: The hypothesis was raised that the crisis of 2020 and 2021, in the educational field, mainly affected the most vulnerable groups and, therefore, after the pandemic we have more robust public policies to address their needs. Methodology: The educational policies of primary education to care for the most vulnerable groups developed in the pre- and post-pandemic, in the different autonomous communities and at the state level were compared. Results: An emphasis on health and logistical measures, minimal structural advances in the care of minors in situations of social disadvantage, and limited reinforcement programs are identified. Discussions: It is confirmed that the emphasis on logistical and health aspects left aside other aspects, that structural advances in care for vulnerable groups have been insufficient and that reinforcement programs have room for improvement. Primary teachers generally agreed with this. In addition, national and international recommendations that were not addressed are identified. Conclusions: The proposed hypothesis is discarded. The exceptional situation experienced during the pandemic did not serve as a stimulus for educational inclusion policies.