School innovation for continuous learning in the period of a health shock and pupils’ mental wellbeing in Burkina Faso and Ethiopia

Abstract

This study focuses on the psychological consequences of school innovation for ongoing learning during the COVID-19 lockdown, which includes teaching strategies that use both online and offline (e.g. telephone-based instruction) teaching methods. Based on survey data obtained from Burkina Faso and Ethiopia, as collected by UNESCO/IEA, it is evident that the existence of learning innovation in schools is associated with a significant reduction in the likelihood of children reporting poor mental health and experiencing negative emotions. The results indicate that the gender of teachers and students, and the location of the schools, play a significant role in influencing the outcomes.