Family–school partnerships in the age of Covid-19: reasons for optimism amidst a global pandemic

Jones, Chris; Forster, Colin

doi:10.1080/25783858.2021.1927159

Cited by 7 publications

(11 citation statements)

References 24 publications

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“…Before the pandemic, parents often lacked confidence in their ability to play a role in education (Hornby & Lafaele, 2011), a concern that may have been magnified by the COVID-19 pandemic. Whereas schools perceived parents to have become more aware of school curricula and more confident in their role in supporting their child's learning in spring 2020 (Jones & Forster, 2021), parents reported feeling incompetent when they took on the role of educators in spring 2020 (Parczewska, 2021). In addition, parents were worried their children's education would suffer due to their perceived incompetence (Parczewska, 2021).…”

Section: Parents' Role In Educationmentioning

confidence: 99%

Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic.

Johnson,

Little,

Shero

et al. 2024

Developmental Psychology

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The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of 1,666 United States twins in kindergarten through 12th grade from 43 states to provide the current descriptive report of children's educational experiences during this time, as reported by their parents. Specifically, we reported on school format, parents' role in education, parent-teacher interactions, schoolwork struggles, technology access, and school services. About half of children attended in-person schooling, with many children switching from online to in-person throughout the school year. Parents saw the pandemic as a risk to their children's education. During the 2020-2021 school year of the pandemic, parents felt they had a larger role in their children's education and were less satisfied in their interactions with teachers than what they experienced during the prepandemic part of the 2019-2020 school year. Children experienced more schoolwork struggles than they had in previous years, and this was similar across age groups. For most constructs, results were equivalent across age group, but parents of younger children tended to provide more schoolwork help. Overall, this article highlights the disruptions in their educational environments that children continued to experience through the first full school year (2020-2021) of the COVID-19 pandemic. Public Significance StatementThis study provides important insights into what the educational experiences were of U.S. families with K-12 children during the first full school year (2020-2021) of the coronavirus disease 2019 pandemic, in many cases how this differed from the prepandemic part of the 2019-2020 school year.

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Section: Parents' Role In Educationmentioning

confidence: 99%

Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic.

Johnson,

Little,

Shero

et al. 2024

Developmental Psychology

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“…This perceived deficiency prevented these parents from promoting self-directed learning among their children during the pandemic. When unsupervised, learners often struggle to study independently (Jones and Forster 2021). This is evident in the teachers' following responses:…”

Section: Theme 4: Poor Physical Learning Environments and Limited Par...mentioning

confidence: 99%

“…In other words, these family members played a facilitative and monitoring role while learners completed the activities independently. This was quite important given that most learners could not study without supervision (Jones and Forster 2021). Moreover, providing guidelines about how some activities should be completed and specifying the parents' role made it easy for family members to provide the necessary support to promote English FAL learners' self-directed learning.…”

Section: Strategies Enhancing Self-directed Learningmentioning

confidence: 99%

Impact of COVID-19 on Self-Directed Learning: Perspectives of Rural English First Additional Language Teachers

Mokoena

2022

EaC

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Since the advent of the COVID-19 pandemic, there have been changes in the ways teaching and learning occur in most classrooms, including English first additional language classrooms. Teachers spent less contact class time with their English FAL learners to comply with the COVID-19 safety protocols, such as social distancing. More than ever, learners in rural schools faced the responsibility of learning independently for extended periods. The focus in this article is on how the learners’ efforts to learn independently were disrupted and how teachers assisted these learners in overcoming these challenges amid the pandemic. The article explores the impact of the COVID-19 pandemic on rural English FAL learners’ self-directed learning. The findings confirm the existence of COVID-19-induced challenges that impeded rural English FAL learners’ self-directed learning. These included a lack of motivation and a negative attitude towards self-directed learning, closure of learning facilities and a lack of learning material, overdependence on the teacher, poor physical learning environments and limited parental support. The study also reports on strategies that English FAL teachers used to enhance learners’ self-directed learning during the COVID-19 pandemic. These included strengthening home-school partnerships, providing emotional support, and simplifying learning activities. The article concludes that the COVID-19 pandemic negatively impacted self-directed learning in South Africa.

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“…6,7 Adolescents facing famine and parental job loss exhibit a higher likelihood of poor mental health, rendering them more susceptible to suicidal tendencies. 8 Anxiety symptoms directly correlate with mid-pandemic loneliness during a 12-month follow-up. Researchers also note that pre-pandemic depressed and aggressive symptoms predict early pandemic loneliness within a 6-month follow-up.…”

Section: Introductionmentioning

confidence: 98%

Mental health in Kindergarten to Grade 12 schools during the COVID-19 crisis: Literature review and survey suggesting multi-tiered support systems

Li,

Zheng

et al. 2024

MRAJ

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Background: As a result of the COVID-19 pandemic, educational systems worldwide were disrupted. Students, educators, and parents faced challenges from the rapid switch to distance learning with attendant social isolation and limited teacher or peer interaction, along with excessive demand and worries from the lasting pandemic. It exacerbated preexisting mental health crises within school communities. Amidst such challenges, psychiatrists prescribed tailored medication regimens to manage individual mental health in the time of crisis, ensuring continuity of care and support for those affected. Methods: A scoping review was conducted to identify studies of Kindergarten to 12th grade school members' mental health and mental health support programs offered by schools and institutions during the COVID-19 pandemic. We also conducted a survey to examine mental health concerns faced by grade 6 to 12 teachers, school staff, children, and parents in Connecticut, United States. Results: While publication bias may be extant, we found well-documented studies of exacerbation and the emergence of mental health problems among parents, teaching staff, and students during the COVID-19 pandemic. Based on our comprehensive review of relevant literature and analysis of survey results, we have identified four key themes pertaining to the mental health challenges encountered by parents, teaching and non-teaching staff, and students in Kindergarten through 12th grade (K-12). Moreover, upon examining pertinent mental health interventions and models, we have identified the multi-tiered systems of support as an effective approach to address these difficulties, with explanations on how to utilize the framework during a crisis. This system is designed with tiers that provide various levels of interventions aimed at helping schools effectively manage the psychological well-being of their members during a crisis. Conclusions: Drawing on findings from literature reviews and surveys, this study sheds light on the difficulties surrounding mental health in schools during times of crisis such as the COVID-19 pandemic. Moreover, it puts forward a recommendation for employing multi-tiered support strategies to address these challenges and promote psychological well-being within educational settings amidst crisis. By adopting a multi-tiered systems of support framework that integrates various interventions tailored to individual needs, schools can effectively manage mental health concerns among their members. The study underscores the critical role of psychiatry in providing specialized care and medication management to support mental health in educational environments, particularly during times of crisis, with important implications to address the urgent mental health demands in Kindergarten to 12th grade schools.

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Family–school partnerships in the age of Covid-19: reasons for optimism amidst a global pandemic

Abstract: The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement.

Cited by 7 publications

References 24 publications

Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic.

Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic.

Impact of COVID-19 on Self-Directed Learning: Perspectives of Rural English First Additional Language Teachers

Mental health in Kindergarten to Grade 12 schools during the COVID-19 crisis: Literature review and survey suggesting multi-tiered support systems

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