Abstract
Parents’ everyday realities of enforced home-schooling during COVID-19 may offer important insights into strengths and weakness of education systems. This article presents findings from a qualitative study involving parents of primary-school-age children in England during the first ‘lockdown’. Parents shared common concerns with routine, motivation, resources, support, and children’s wellbeing, and responded creatively to the challenges they faced. We argue that focusing narrowly on ‘learning loss’ and getting ‘back on track’ may lead to impoverished educational experiences post-COVID-19, and that a broad, engaging curriculum with social and emotional wellbeing at its core will support children’s thriving in an uncertain future.
Original language | English |
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Journal | Education 3-13 |
DOIs | |
Publication status | Published - 11 Aug 2021 |
Bibliographical note
Publisher Copyright:© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.