Writing for The Conversation in June 2022, British academics Sara Spear and John Parkin recorded the results of their research into how, when lockdown forced teaching and learning to go online, teachers supported parents and their children.
Spear and Parkin interviewed 271 teachers across the UK in 2020, and then conducted follow-up surveys with some of the respondents in 2021.
Parkin and Spears agree with colleagues around the world who found that poorer families fared the worst when it came to basic access to the internet, data and digital devices. The two researchers also noted that other priorities such as caring for the daily well-being of the family unit pushed schooling down the list.
As lockdown dragged on, teachers explained that they learnt fast how to interact with parents, whilst simultaneously educating themselves and parents about which apps to use and how to apply effective digital discipline. They also responded ‘above and beyond the call of duty’ in many cases, making sure that families had food and other essential items.
Teacher support is essential for home-learning success
Two New Zealand researchers engaged in the same kind of research recently concluded that:
The findings of this study suggest that many parents are engaged with their child’s… learning… However, teacher support is essential for home-learning success. Furthermore… schools should seek feedback from parents regarding the quality, level, and quantity of the… work provided during home learning.
Yet another study conducted by Monash University in 2021, yielded the finding that more than 40% of Australians said they had acquired a greater appreciation for teachers and the wider teaching profession because of the pandemic.
This study also carried the following finding:
‘The burden of increased workloads and administrative tasks outside the classroom continue to be a concern [post-lockdown], contributing to long-term burnout and the likelihood that [many] teachers will leave the profession.’