Abstract
School closures prompted by the global outbreak of COVID-19 have impacted children’s subjective well-being. In this context, a growing number of studies has pointed out that the experience of learning at home is an essential factor influencing their subjective well-being, raising the importance of parental involvement in the educational process of their children. This article explores the formal and informal parental practices of home learning during school closures period in 19 countries and their explanatory factors, with the further aim of discussing their implications for children’s subjective well-being. The study uses the International COVID-19 Impact on Parental Engagement Study (ICIPES) database and develops a regression analysis of family, child, and school factors predicting parental involvement in homeschooling. The main findings show that parents’ socioeconomic status is a critical predictor of both formal and informal parental practices. In addition, the results denote the impact of other factors, such as the level of parental confidence with the use of technology and children’s age and gender (in the case of informal activities). Based on these findings, the article discusses policy implications to promote parental involvement and children’s subjective well-being.
Highlights
School closures during the expansion of the COVID-19 pandemic on education have impacted 94% of the world’s student population (United Nations, 2020a)
The coefficient is small this result is consistent with findings on the impact of the covid-19 pandemic on student learning due to socioeconomic status, for example. lower income students have fewer hours spent learning at home (Zancajo, 2020)
This paper explores the main predictors of formal and informal parental practices at home in the context of the evidence showing a relationship between such practices and children’s academic subjective well-being during the COVID-19 outbreak (e.g., Teso et al, 2020; Engel de Abreu et al, 2021; Larsen et al, 2021)
Summary
School closures during the expansion of the COVID-19 pandemic on education have impacted 94% of the world’s student population (United Nations, 2020a). The results show the critical role of parents’ SES in supporting their children learning at home In this sense, all the papers have shown how socioeconomic differences—measured as occupational status, educational level, or family income—are relevant factor predicting the quality of home support for schooling to face the COVID-19 pandemic in countries as diverse as Spain (Bonal and González, 2020), Chile (Treviño et al, 2021), England (Andrew et al, 2020; Bayrakdar and Guveli, 2020) and Netherlands (Bol, 2020). Expanding research to a cross-national sample of countries opens the opportunity to study global trends in this area in diverse geographical, socioeconomic and cultural settings Based on these emergent results and adopting a supranational perspective, this article explores the parental practices of homelearning during school closures period in 19 countries and its explanatory factors through regression models, with the aim of discussing its implications for the subjective well-being of children and adolescents. The paper ends with the core conclusions and a set of policy and research implications
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