Abstract
Health regulations stemming from the COVID-19 pandemic resulted in an unprecedented shift towards remote and online learning at the elementary level during the 2020 and 2021 school years. Given the exceptionality of this phenomenon, there is little previous research that explores virtual learning at the elementary level. With this in mind, we surveyed parents of elementary students about their experiences. Significant financial-based barriers notwithstanding, our research introduces novel and unexpected findings about the value of remote learning – most notably to address other forms of social inequality. Ultimately, we advocate for a more inclusive and equitable approach to post-pandemic elementary education.
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