School–Family Relations: An Educational Challenge in Times of COVID-19

International Journal of Environmental Research and Public Health

Mario Ferreras-Listán¹  Olga Moreno-Fernández¹  Coral I. Hunt-Gómez²  Pilar Moreno-Crespo³ 

[1] Department of Experimental and Social Sciences, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain;Department of Language Teaching, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain;Department of Research Methods and Education Diagnosis, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain;

关键词: COVID-19;    emergency education;    families;    information and communication;    educational challenges;   

DOI  :  10.3390/ijerph182010681

来源: DOAJ

【 摘 要 】

The COVID-19 pandemic has widened the gap regarding access to educational opportunities, which was included in the Millennium Development Goals (MDGs). This descriptive, quantitative study aims to examine the communication strategies employed by secondary schools in Spain during the lockdown, as well as to analyse the co-responsibility of the educational process between schools and families. An ad hoc questionnaire (GIESBAFCOV-19) was designed and implemented to gather information. The results show that, in most cases, mothers were responsible for assisting and supervising their children’s homework as persons in charge of education-related matters. Additionally, before the lockdown was put in place, about half of the participating families received information from the educative centres regarding the disease and sanitary measures. Once the lockdown took place, families put the focus on their children’s schoolwork, not without difficulties in academic and digital literacy. In general, the families were satisfied with the communication established with the educational centres. The present study has raised the necessity to improve communication between centres and families and to reflect on the tools and systems used for its exchange. Consequently, it seems that information and digital competences should be promoted to guarantee an equalitarian education for all.

【 授权许可】

Unknown