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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2023. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nSocial Determinants of Learning: Implications for Research,  \nPolicy, and Practice  \nMeira Levinson  \nHarvard Graduate School of Education  \nAlison K. Cohen  \nUniversity of California San Francisco  \nThe COVID-19 pandemic revealed what educators, policymakers, and researchers have long known—namely, that learning opportunities and outcomes are intimately intertwined with other aspects of children’s and families’ lives. The list of social forces outside the education sector that can affect learning is endless and includes economic experiences that are inequitably distributed, such as housing security (Gallagher et al., 2020), income (Hoynes & Rothstein, 2019), and wealth (Pfeffer, 2018), as well as social experiences, such as interpersonal and structural racism,(dis)ability, and xenophobia (Anderson-Nathe, 2020; DeMatthews, 2020). Now, it is time to lock in this learning among policymakers, practitioners, and researchers. We posit that the concept of “social determinants of learning” can serve as a powerful reframing tool for promoting educational equity, similar to the conceptual shift and policy impact we have seen in public health as “social determinants of health” has become an accepted and eventually essential concept.  \nKeywords: conceptual analysis, COVID-19, educational equity, educational policy, equity, health and learning, out-ofschool factors, research methodology, social context, social determinants of health, social determinants of learning, structural analysis  \nSocial Determinants of Health: Definition and Impactson Research, Policy, and Practice  \nSocial determinants of health (SDOH) are social and structural factors outside the human body, often beyond the health sector’s traditional reach, that can affect health (Berkman et al., 2014; Honjo, 2004; Yates-Doerr, 2020) . SDOH include structural forces, such as racism, misogyny, or classism (separately and/or intersectionally), that in turn have partially shaped systems (e.g., government agencies) and access to resources, such as housing or food (YatesDoerr, 2020) . For example, the U.S. Centers for Disease Control and Prevention (CDC) describes social determinants as including the social and community context, economic stability, neighborhood and built environment, education access and quality, and health care access and quality (CDC, 2021); the World Health Organization (WHO) also highlights social inclusion, nondiscrimination, and structural conflict (WHO, 2022) .  \nSDOH are often of interest because of their implications for health equity. Health equity can be conceptualized as a fair and just opportunity to be healthy and a commitment to  \nsocial justice in health (Braveman et al., 2011, 2017) . Similarly, health inequities can be conceptualized as inequalities in health outcomes that could be prevented but, unjustly, have not been (Marmot & Allen, 2014) . Social epidemiology, which formally studies how social factors affect health, emerged in the middle of the 20th century (Krieger, 2001) and has grown substantially in more recent decades (Berkman et al, 2014) . The SDOH framework has been a key component of this growth. Although barely 30 articles in PubMed (the primary repository of health-related research in the United States) mentioned SDOH before 2000 and a total of ~540 articles on the topic appeared in the 2000s, references to SDOH have increased exponentially since 2010, growing from 100 + articles per year in the early part  \nof the decade to more than 4,100 articles in 2022 alone.  \nReframing health as driven by social determinants that are constructed and perpetuated outside the individual human body has enabled substantial sh","cbCaieo5cZroCw5E","https://ap.wps.com/l/cbCaieo5cZroCw5E","pdf",502776,"English","# Social Determinants of Learning: Implications for Research, Policy, and Practice\n## Social Determinants of Health: Definition and Impact","[{\"question\":\"What does “social determinants of learning” mean in this article?\",\"answer\":\"It uses the idea of social determinants to reframe how learning opportunities and outcomes are shaped by social and structural forces beyond the education sector.\"},{\"question\":\"How do social determinants of health relate to learning and educational equity?\",\"answer\":\"The article draws a parallel: developments in public health show how focusing on social determinants can drive equity-oriented shifts in research, policy, and practice, which are transferable to education.\"},{\"question\":\"Why do health inequities persist according to the article?\",\"answer\":\"It highlights “fundamental causes” theory, arguing that social conditions are root causes that continually produce worse outcomes for marginalized groups across many health domains.\"}]","Social Determinants of Learning: Implications for Research, Policy, and Practice | PDF",1792069044]