This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.

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COVID-19 时代的弱势学习者：范围审查

本范围审查概述了管理意外关闭学校的 COVID-19 方法以及与年轻人在校外学习有关的可用文献。已经利用了一系列材料来突出这种学习环境的教育问题，包括社会心理和情感影响。在全球范围内，虽然一些国家选择了大规模关闭学校，但许多学校仍然对来自弱势背景的学生开放。这种部分关闭不仅能够在较小的目标群体中学习，而且还为那些需要监管和安全环境的人提供了一个安全的避难所。在澳大利亚，如果长期实施全面停课，很大一部分来自弱势背景的学生可能会因一系列障碍而持续处于劣势：长期的教育脱离、数字排斥、技术管理不善以及社会心理挑战增加。该范围审查结合了对技术可用性和学习的研究，以及对应对 COVID-19 中断的长期教育影响的分析。