Abstract
(1) Background: The coronavirus pandemic has highlighted the problem of combining work and private life. The pandemic conditions have turned out to be particularly difficult for parents who, due to changes in the organization of the education system, have been forced to reconcile their professional duties with the raising of childcare. Thanks to the recommendations for cooperation between schools and parents proposed in this study, it will be possible to reduce the risk and uncertainty of achieving common goals of the education system. (2) Methods: In the preparation of nationwide research, a questionnaire was provided to a sample of 10,331 respondents, including 7800 professional parents, in a trial form before a transition to the study of children. (3) Results: The analysis of the data showed that educational institutions should shape their activities based on cooperation with the family environment of children. (4) Conclusions: Educational institutions can help working parents in times of increased uncertainty. Parents reported that in caring for children, it would be helpful to operate educational institutions in stationary mode. Moreover, they expect increases in extracurricular and extra-curricular activities.
Highlights
It should be noted that despite certain social changes including women taking up paid work, it is still women who are assigned the need to perform most household duties, as well as physical and emotional care aimed at meeting the needs of members of the family, which has been evident during the COVID-19 crisis (Bahn et al 2020)
Every fifth parent indicated that school neither facilitated nor hindered childcare during the pandemic (20.1%); 38.4% of parents assessed the activities of the school as facilitating the care and performance of professional work (24.1%—definitely facilitates; 14.3%—rather facilitates); and 33.6% of parents believed that the activities of the school made it difficult to care for their children
Many social, economic, and demographic changes force education systems to adapt to the needs reported by various participants/stakeholders
Summary
It is obvious that students have feared for their and their loved ones’ health and life, which has made it difficult for them to concentrate on their studies (Reimers 2022). All of this has resulted in increasing difficulties and educational inequalities (Eyles et al 2020; Donnelly and Patrinos 2021; Liu 2021). The pandemic and related lockdowns that have locked students at home and forced them to learn online have been challenging for teachers and school principals.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
