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The COVID-19 pandemic has posed unprecedented challenges to the education sector worldwide, particularly affecting students' access to learning. This study investigated the level of students' access to education during and after the pandemic at St. Martin Primary School, Mulago, Kampala, Uganda. Socio-economic and school-related factors influencing access to education are examined, along with the implications of these challenges on clinical practice. A cross-sectional survey was conducted among students at St. Martin Primary School, Mulago, Kampala, Uganda, utilizing both quantitative and qualitative methods using structured questionnaires and key informant interview guides respectively. Purposive, snowball and systematic random sampling techniques were utilized. Data was collected from 108 students in Primary seven on students' access to education, socio-economic challenges, and school-related factors. Chi-square tests were employed to analyze associations between variables. The study revealed that 88.0% of students reported having access to education during the pandemic, primarily through online classes (93.7%). Socio-economic challenges, including parental education level, household income sources, and loss of family income due to the pandemic, significantly impacted access to education. School-related challenges, such as dissatisfaction with communication from school, lack of clear instructions for online classes, and encountering technical issues, also hindered access. Significant associations between socio-economic factors, school-related challenges, and access to education were identified. There is need for Policy interventions to focus on bridging the digital divide, providing support for vulnerable households.
Omagino et al. (Sun,) studied this question.