We received written evidence from a number of research bodies indicating that disadvantaged children had suffered most as a result of the disruption to schooling. A survey by the Institute for Fiscal Studies showed that, on average, students from disadvantaged backgrounds spent less time on remote learning and were less likely to have access to online classes, home technology and a quiet study space.45 The Institute for Social and Economic Research also found that children in the most advantaged families, who had their own computer, spent more time on school work than disadvantaged children, who had to share a computer.46