Caregiver Perspectives on Schooling From Home During the Spring 2020 COVID-19 Closures

Abstract

The abrupt onset of the COVID-19 pandemic necessitated an unprecedented shift to remote schooling for students across the United States and required many caregivers to take a primary or secondary role as schoolteacher. The goal of this study was to better understand caregivers’ experiences of schooling from home during the spring 2020 COVID-19 closures. Roughly 1,000 caregivers, the majority of whom were White, highly educated mothers, responded to the survey, documenting their children’s daily remote learning experiences and providing insight into the frequency and perceived quality of specialized services and individualized support plans. Results highlight the wide variability in students’ daily educational experiences. Estimates of assigned work ranged from less than 30 minutes to more than three hours per day across grade levels, and approximately 1 in 4 caregivers reported that their child received no synchronous instruction. Furthermore, reports provide insight into the specific stresses experienced by caregivers in navigating schooling from home, most notably related to time and communication. Impact Statement Results of the first national survey of caregivers regarding their experiences of schooling from home during the spring 2020 COVID-19 closures highlight how different remote schooling looked—both from typical in-person learning and across the country. Caregivers described limited synchronous instruction, inconsistent home–school communication, and lack of adequate supports for students requiring specialized services. Limited time and content knowledge were reported as common barriers to caregiver assistance with schooling.