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

Mario Ferreras-Listán, Coral I. Hunt-Gómez, Pilar Moreno-Crespo and Olga Moreno-Fernández
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Mario Ferreras-Listán: Department of Experimental and Social Sciences, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain
Coral I. Hunt-Gómez: Department of Language Teaching, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain
Pilar Moreno-Crespo: Department of Research Methods and Education Diagnosis, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain
Olga Moreno-Fernández: Department of Experimental and Social Sciences, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain

IJERPH, 2021, vol. 18, issue 20, 1-13

Abstract: 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.

Keywords: COVID-19; emergency education; families; information and communication; educational challenges (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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