The number of newly diagnosed cases in the world has exceeded 18 million, and the number of new cases increased by 230000 in a single day. The world’s most severe public health crisis may continue to have a profound impact on all aspects of human social development. < / P > < p > for the Kenyan girl Sara Georgina Wangara, the biggest change brought about by the epidemic is that she can’t go to school. Schools have been closed in more than 50 African countries to prevent and control the epidemic. “It’s very difficult at the beginning of the online class. It’s good to slowly adapt to the rhythm. I miss my teachers and classmates very much, but now I can only communicate through the Internet.” < / P > < p > even with all sorts of small troubles, vangara is actually “lucky”. She comes from a middle-class family in Kenya. She not only has online classes at home, but her father who works at home also tries to find time to accompany her to study and play. However, for the majority of African people, they still face the problems of backward network infrastructure, unbalanced development of the Internet, and high Internet charges. According to the African Center for Disease Control and prevention, 89% of students in sub Saharan Africa do not have a computer at home and 82% have no access to the Internet. Television is the main channel for African countries to provide distance education. Taking Cameroon, a West African country, as an example, primary and secondary schools closed in the middle of March, and the graduating students took the lead in returning to school from June 1. During the suspension period, the national television station broadcast open classes, but mainly for secondary schools, especially for graduation classes. TV penetration is quite low in many parts of Africa. In rural Chad, for example, only one in 100 households has a television. Due to the limited infrastructure, distance education is difficult to carry out, which means that a large number of students are “out of school if they stop classes”. Under the impact of the epidemic, this phenomenon is common in many poor countries and developing countries in Asia, Latin America and other regions. < p > < p > after davenville middle school in Lancashire, UK, was closed due to the impact of the epidemic, it specially opened online classes for Grade 10 students who will take the high school entrance examination next year. But from the first day of switching to online classes, schools began to worry about students’ attendance. < / P > < p > in davenville high school, almost half of the students rely on government subsidies to go to school. Statistics show that only 45% of government funded students participate in online classes. In England, the average online attendance rate for 10th graders is 72%. According to the survey report of London University in June, about 2 million school-age children in the UK have been unable to study at home since the implementation of “home order” and other measures. In terms of hardware, almost all private school students have computers and other intelligent devices at home, but one fifth of public school students do not have computers and other equipment for online classes. In terms of software, 71% of public school students do not have online classes, or only have one online class every day; 70% of private school students can take live online classes every day, and the proportion of students who take 45 online courses every day is 31%. < / P > < p > in April, the British government promised to invest 85 million pounds to allocate 200000 laptops to poor students for free, but nearly half of the equipment has not been delivered after three months. British media predict that poor school-age children in Britain need at least 700000 computers. What worries many educators is that the gap of educational inequality in Britain is widening due to the impact of the new crown epidemic. Becky Francis, the chief executive of the UK education endowment foundation, said bluntly that the new crown epidemic would “reverse the progress made in narrowing the gap between junior high school graduates in the UK in at least the past 10 years”. In addition to being out of school, children are also facing multiple risks. A large number of schools have been closed, and nearly 370 million poor children whose main source of nutrition is school meals are “out of food”, leading to the increased risk of malnutrition among children in the world. < / P > < p > in sub Saharan Africa, half of children live in extreme poverty, and school meals are the only meal most children have every day. In South Asia, more than a third of 600 million children live in poverty and rely mainly on school meals to avoid hunger. In Latin America and the Caribbean, about 85 million children depend on school meals. According to a report jointly released by the international labor organization and the United Nations Children’s fund, the phenomenon of child labor is increasing because children can’t continue to learn during the epidemic period. About 46% of children in Bangladesh are in poverty, which is likely to continue to increase with the spread of the epidemic. Poor children are not only unable to receive distance education, but also face the risk of becoming child laborers or beggars.