The COVID-19 pandemic led to school closures around the world, affecting almost 1.6 billion students (UNESCO, 2020). The effects of even short disruptions in a child’s schooling on their learning and wellbeing have been shown to be acute and long lasting (Alban Conto et al., 2020). The capacities of education systems to respond to the crisis through delivering remote learning and support to children and families have been diverse yet uneven. The most vulnerable children are less likely to access remote learning (UNESCO, UNICEF, World Bank and OECD, 2021), and are at higher risk of violence, neglect, child marriage and other risks while schools are closed (Taulo et al., 2020). While schools slowly started
to reopen in 2020, national or localized school closures have remained throughout 2021 (Johns Hopkins University, the World Bank and UNICEF, 2021). In many cases, school reopenings have been short-lived or partial, further disrupting children’s routines and learning. Resilient education systems need to have resources that can be used when core delivery models are disrupted (Dreesen et al., 2020). This global crisis has highlighted the need for education systems to have remote learning options that are accessible and effective for all learners when schools are forced to close.