Governing schools in times of pandemic: A set‐theoretical analysis of the role of policy capacities in school closure

Abstract

Policy capacity plays a pivotal role in shaping the extent of global governmental responses to the COVID‐19 pandemic. While scholars have primarily examined this phenomenon through individual case studies, focusing on demographic variables that influence governments' COVID‐19 responses, little understanding exists regarding how existing policy capacities (systemic, organisational, and individual) have either constrained or empowered governments to navigate the pandemic diversely. To address this gap, our study focuses on the worldwide patterns of school closures and re‐openings during COVID‐19. Utilizing configurational analysis on data from 110 countries, we reveal that factors such as less professional organisational capacities, flawed individual leadership capacities, and contextual factors such as heightened political polarization serve as quasi‐sufficient conditions for longer school closures, while their significant presence leads to extended periods of schools remaining open. The research is supported by detailed case studies of the US, Colombia, Israel, and South Korea, elucidating diverse policy trajectories and combinations influencing prolonged closures or swift re‐openings.