School closures in France in 2020: Inequalities and consequences for perceptions, practices and relationships towards and within schools

Abstract

Compared with other nations, the French education system is one in which inequalities in learning outcomes are very closely linked to the socio-demographic background of pupils (OECD, 2019a). It is also the system in which pupils feel least integrated into their schools (OECD, 2019b).

A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school

“…Teachers also reported the additional need to regularly communicate with students individually (Pirone, 2021;Primdahl et al, 2021;Harris et al, 2020;Rice & Carter, 2015). This aligns with previous studies which demonstrate the effectiveness of spending one-on-one time with students, checking in on students, and conducting home visits, for fostering teacher-student relationships (Kincade et al, 2020).…”

“…Drawing on questionnaire and interview data, Pirone (2021) found that teachers provided psychological support, focused on listening, reassuring, and motivating students and families. The majority of teachers reported that they contacted students individually at least once per week by email and/or telephone, and that they thought it was important to maintain a strong connection with all students (not just those who were struggling).…”

Education and digital inequalities during COVID‐19 confinement: From the perspective of teachers in the French speaking Community of Belgium

“…This part of the survey mainly contained closed questions (MCQ, Likert scale) which are more adapted for analysis of large‐scale surveys and making a first situational analysis. The content of the survey was shared with other surveys carried out in other countries (Delès et al., in press; Pirone, 2021) and was drawn from exchanges with pedagogical actors (teachers, directors, etc.). It explored different factors which could a priori lead to inequalities.…”

Éditorial. L’impact de la Covid-19 sur les inégalités scolaires dans l’espace francophone

“…La littérature scientifique sur les conséquences de la pandémie de la Covid-19 sur les inégalités scolaires et universitaires, d'abord restreinte, du fait de la survenue récente de cette crise sanitaire, s'est étoffée depuis l'appel à articles de ce numéro en avril 2021. Les articles et les ouvrages publiés à ce jour sont nombreux et montrent que cette pandémie a révélé et amplifié de nombreuses inégalités existantes entre familles, entre élèves ou étudiant-es, entre enseignant-es, entre établissements privés et publics, entre systèmes d'enseignement (Alladatin, et al, 2020 ;Andriamaro, 2022 ;Charlier, et al, 2022 ;Durpaire, 2020 ;Kobiané, et al, 2020 ;Lange, et al, 2020 ;Lemieux, et al, 2021 ;Makosso, 2020 ;Pirone, 2021 ;Thin, 2020). Ces inégalités s'articulent selon le statut socioéconomique des familles, le genre, le statut migratoire, l'âge ou le lieu de résidence (milieux urbains ou ruraux ou régions défavorisées) des scolarisé-es et des étudiant-es, mais aussi en fonction de l'état des infrastructures scolaires (présence d'électricité, d'eau, d'internet…) et de développement de ces systèmes d'enseignement.…”