Parents’ involvement in children’s education after school closures due to COVID-19

Oksana Mikhailova () and Elizaveta Sivak
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Oksana Mikhailova: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2020, issue 11, 1-5

Abstract: The issue is dedicated to the participation of parents in distance learning of children during the school closures caused by the spread of COVID-19. It is considered which of the family members is involved in the distance learning of the child and how. Changes in parental involvement in children's education after the transition to distance learning are analyzed. The study is based on the results of a survey of parents of students on the topic of transition for distance learning, conducted in May 2020. More than 1,800 people from 15 regions took part in the survey. The results show that the majority of schoolchildren (90%) required a significant amount of parental support during distance learning. Parents helped almost all students in grades 1-8 and a significant proportion (63%) of students in grades 9-11. Parents' ability to assist with distance learning depends on their educational level and the financial situation of their families. Parents with a higher financial position more often looked for additional educational materials for the child, and parents with higher education were less likely to encounter various difficulties in the process of distance learning. The pronounced influence of the characteristics of the family on how the learning process of a child who is on distance learning will be organized creates the preconditions for increasing educational inequality.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2020
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