School-Family Relations: An Educational Challenge in Times of COVID-19.

Mario Ferreras-Listán,Coral I Hunt-Gómez,Pilar Moreno-Crespo,Olga Moreno-Fernández

doi:10.3390/ijerph182010681

Mario Ferreras-Listán, Coral I Hunt-Gómez + Show 2 more

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https://doi.org/10.3390/ijerph182010681

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Abstract

The COVID-19 pandemic has widened the gap regarding access to educational opportunities, which was included in the Millennium Development Goals (MDGs). This descriptive, quantitative study aims to examine the communication strategies employed by secondary schools in Spain during the lockdown, as well as to analyse the co-responsibility of the educational process between schools and families. An ad hoc questionnaire (GIESBAFCOV-19) was designed and implemented to gather information. The results show that, in most cases, mothers were responsible for assisting and supervising their children’s homework as persons in charge of education-related matters. Additionally, before the lockdown was put in place, about half of the participating families received information from the educative centres regarding the disease and sanitary measures. Once the lockdown took place, families put the focus on their children’s schoolwork, not without difficulties in academic and digital literacy. In general, the families were satisfied with the communication established with the educational centres. The present study has raised the necessity to improve communication between centres and families and to reflect on the tools and systems used for its exchange. Consequently, it seems that information and digital competences should be promoted to guarantee an equalitarian education for all.

Highlights

Published: 12 October 2021During the last decade, the United Nations (UN) promoted the Millennium Development Goals (MDGs), which included challenges addressing climate change, economic inequality, innovation, sustainable consumption, peace and justice, and access to education.This institution is currently working on the Sustainable Development Goals (SDG)
As to whether the school implemented measures to prevent the spread of COVID-19 prior to the closing of schools, as indicated in the Guide for schools and educational centres in cases of COVID-19 published by the Health Alerts and Emergencies Coordination Centre, 42.5% (n = 74) of the participating families stated that basic hygiene measures, such as washing hands thoroughly or coughing within the elbow, were taught in secondary schools
27.6% (n = 48) of the families stated they were not sure, while 28.2% (n = 49) indicated that the school was not working on measures to prevent the spread of COVID-19 they were closed. 1.7% (n = 3) of the participants did not answer

Summary

Introduction

The United Nations (UN) promoted the Millennium Development Goals (MDGs), which included challenges addressing climate change, economic inequality, innovation, sustainable consumption, peace and justice, and access to education. This institution is currently working on the Sustainable Development Goals (SDG). 4, Quality Education, is focused on ensuring inclusive, equitable and quality education and promoting lifelong learning opportunities for all. This call for action to all countries to develop in global partnership is a challenge of great social impact with a clear humanistic and moral perspective. The repercussions at the educational level initially materialised on the 8 March 2020 with the publication of the Guide for schools and educational centres

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