COVID-19 has caused considerable disruption to education around the world. Disadvantaged and marginalised learners are being particularly hard-hit. Naturally, earlier in the pandemic, the focus of much attention was on how to safely reopen schools, often featuring a preoccupation with hygiene and social distancing considerations. A shift is now noticeable and welcome. With schools in many jurisdictions reopening partially or fully, there is now a growing interest in the immensely important area of recovering the learning lost while pupils have been away from face-to-face education. This document summarises the key findings from two larger reports conducted as part of the first phase of this research collaboration. These two reports are a review of policy and grey literature and a rapid evidence assessment (REA). [The report is written with assistance from Susy Ndaruhutse, Ella Page and Rosie Leonard-Kane. For "Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature," see ED615067. For "Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment," see ED615066.]