Migrant children’s digital divide in online learning during the Covid-19 pandemic: evidence from Stone School in Hangzhou, China

Abstract

In this study, we examined the impact of online learning on children’s educational progress during the Covid-19 pandemic, particularly focusing on migrant children attending a primary school in Hangzhou, China. Through a combination of student and parent questionnaires (n = 537) and in-depth interviews with teachers and parents, we found that migrant children faced challenges such as poor connectivity, inadequate equipment, and lack of parental supervision when participating in online teaching. These challenges were exacerbated by pre-existing digital disparities and economic insecurities brought about by the pandemic, which further marginalised socially excluded families. As a result, children’s ability to benefit from online instruction was compromised, highlighting the urgent need for remedial assistance and support for these vulnerable populations.