Barriers and benefits of primary caregivers' involvement in children's education during COVID-19 school closures

Abstract

School closures during the COVID-19 pandemic have forced many children around the world to spend unprecedented amounts of time at home, and the responsibility for educating children, especially young ones, has largely fallen to parents and caregivers. Using a sample of 764 households with preschool children in Wuhan, China, where the pandemic started, this study examined the impact of the pandemic on primary caregivers' involvement in their children's education at home, and the barriers and benefits of such involvement for preschool children's learning and well-being. The results showed that primary caregivers were generally less involved in their children's education at home during the pandemic than they were prior to it. Having younger children, a lower socioeconomic status (i.e., parents' lower levels of education and less prestigious occupations), poorer physical health, and higher levels of household chaos were associated with lower frequencies of home-based involvement exhibited by caregivers. Finally, caregivers' home-based involvement during the pandemic was beneficial to preschool children's learning behavior and emotional health. The findings highlight the importance of understanding the barriers and benefits of caregivers' home-based involvement for designing interventions and policies to mitigate the negative impact of the pandemic on children and their families.