COVID-19-related school closures and students’ achievement and motivation: Did teacher support make a difference

Abstract Most effects of the COVID-19 pandemic on student outcomes were negative, though school systems varied in their ability to mitigate learning losses. In this study, we examined teacher–student contact as a key factor for buffering pandemic-related risks to achievement and motivation. We analyzed multicohort data collected at the beginning and end of the school year from 2740 first-grade students in Baden-Württemberg, Germany. Against expectations, no overall decline in achievement emerged under pandemic schooling; however, high teacher–student contact was associated with higher math achievement compared with regular schooling. Motivational outcomes showed negative average effects for interest and self-concept in language domains, particularly under low teacher–student contact and low family socioeconomic status. Owing to its timing at the start of formal schooling during the first wave of the pandemic, this study provides unique evidence of the role of teacher–student contact in students’ achievement and motivation during crisis conditions.