Impact of Disaster on Underprivileged Children in Covid-19 Pandemic: Policy Response for Emergency Education

  • Mrinal Mukherjee The West Bengal University of Teachers’ Training, Education Planning and Administration, Kolkata, India
  • Chanchal Maity Bankura University, Bankura, India
  • Somdutta Chatterjee The West Bengal University of Teachers’ Training, Education Planning and Administration (WBUTTEPA), Kolkata, India
Keywords: Disaster, Underprivileged children, Covid19 pandemic, Marginal section, Right to education


It is necessary to recognize and address the differential impact of disasters on society. It is quite possible that a significant number of children to become victims of the COVID-19 caused social disaster. As a result, there would be an increase in the number of school dropouts and child labor, which indicates a substantial number of children will be deprived of their right to education. Any alternative response during school closure, like internet-based remote teaching learning, might not compensate the loss of learning as nearly half of the world is without access to the internet. "Emergency situations" are considered any situation either man-made or natural disasters suddenly disrupt the normal course of life, empathy and educational opportunities of children. The present study intended to find out the nature of social disaster caused by COVID-19 and how it impacted the learning loss and socio-emotional immunity of the under privileged school going children. A narrative review technique was used for this research study to explore the policy advocacies adopted in emergency basis in mitigating the impacts of the ongoing pandemic on such underprivileged children.  The data were derived from published articles and reports available in national and international data repositories. The findings reveal that the closure of schools raise the vulnerability of underprivileged children as they are being deprived of their right to education and socio-emotional security. Present pandemic has led adverse situation, therefore disrupted delay or deny the right to education. It is time to rethink to adopt a new policy and mechanism to continue their education and to provide socio-emotional immunity in the time of emergency to address the gravity of crisis. 


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Author Biographies

Mrinal Mukherjee, The West Bengal University of Teachers’ Training, Education Planning and Administration, Kolkata, India

Dr. Mrinal Mukherjee is presently serving in the capacity of Assistant Professor, Department of Teacher Education and Academic Coordinator, ‘Post Graduate Diploma in Educational Planning & Administration (PGDEPA), WBUTTEPA, Kolkata, He is former In-charge, Department of Education, Bankura University. He has also served as Guest Faculty of Education in University of Calcutta & Aliah University and also as Academic Counselor in IGNOU. He is one of the renowned pedagogue engrossed in research based application of innovative pedagogy. He was in academic charge of the project- ‘Activity Based Learning Enhancement Programme’ of Department of School Education, W.B. He has been serving as an Academic Consultant for Government & Non-government organizations for capacity building of teachers. He has collaborated international project as a Co-Investigator. A curriculum developer who has acted as resource person in India and abroad and published research articles in journal having Scopus, Web of Science & PubMed indexing.

Chanchal Maity, Bankura University, Bankura, India

Mr. Chanchal Maity is a Ph.D. scholar in the Department of Education at Bankura University. He earned his M.Sc. in Botany from Visva-Bharati and his M.Ed. from Indira Gandhi National Open University. He is currently employed as an Assistant Teacher of Life Science at Krishnanagar Jatindra Kiran High School. He has also worked as a Lecturer at Nathulal Das Primary Teachers' Training Institute and as a Guest Faculty in Life Science (Pedagogy) at Udyog College of Education (B.Ed.). He was a key resource person for the Computer Aided Learning Program and the Activity-Based Learning Enhancement Program under Paschim Banga Sarva Siksha Mission. He is highly enthusiastic about research in innovative pedagogy and its current trends. His research interests include educational technology, techno-pedagogical learning, teacher education, and quantitative measurement in educational research. He has published several research articles in peer-reviewed journals, mostly indexed in Scopus, Web of Science, and PubMed.

Somdutta Chatterjee, The West Bengal University of Teachers’ Training, Education Planning and Administration (WBUTTEPA), Kolkata, India

Somdutta Chatterjee has just completed her Master’s in Education from the Department of Education, University of Calcutta and completed B.Ed from the The West Bengal University of Teachers’ Training, Education Planning and Administration (WBUTTEPA). Kolkata. She   also qualified UGC- NET in Education. She is an alumni of Pathabhavan school-Kolkata and Gokhale Memorial Girls’ College under the affiliation of University of Calcutta. Apart from the engagement with formal curriculum, she has been taking part in workshops focused on innovative pedagogy and remain engaged with organization working in the field of education. She is inclined to Pedagogy of Social Science, Culturally Sensitive Pedagogy and Educational Policy perspective. She has already published paper in reputed journal having Scopus, Web of Science & PubMed indexing.


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How to Cite
Mukherjee, M., Maity, C., & Chatterjee, S. (2021). Impact of Disaster on Underprivileged Children in Covid-19 Pandemic: Policy Response for Emergency Education. Utamax : Journal of Ultimate Research and Trends in Education, 3(3), 154-166.
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