‘Schooling at Home’ in Ireland during COVID-19’: Parents’ and Students’ Perspectives on Overall Impact, Continuity of Interest, and Impact on Learning

Abstract

Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of ‘schooling at home’ (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence emerged of parent-perceived and student-perceived negative psychosocial impacts of SAH on students. Further, our research clarified the exceptional stress experienced by parents in attempting to support SAH. A novel finding was student perceptions of having learned less during SAH, most likely due to significant declines in academic engagement. Recommendations for potential future periods of SAH include the need for innovative means of simulating socio-collaborative contexts, more flexible school supports based on unique home learning contexts, and enhanced psychological support for parents and at-risk children/young people. In addition, we recommend that further research in the Irish context should specifically investigate the perspectives and experiences of those from minority ethnic and lower socio-economic groups.

Keywords:

• COVID-19
• remote learning
• students
• engagement
• wellbeing

Notes

1 This summary literature review provides examples of key themes from the national and international literature but is not exhaustive due to the word count limit.

2 We developed the term ‘schooling at home’, a novel descriptor, to capture parents’ and children’s experiences of navigating school-at-home during the closure of school buildings, and to differentiate from ‘homeschooling’, which is typically understood as “voluntary parent-directed learning in the home that substitutes partially or completely for attendance at a regular school” (Peters and Dwyer 2019, 3).

3 Irish Census categories were employed to ascertain participant ethnicity.

4 Delivering Equality of Opportunity in Schools (DEIS) (Department of Education and Skills 2005).

Additional information

Notes on contributors

Niamh Flynn

Dr. Niamh Flynn is an Educational Psychologist, and Lecturer in Educational Psychology, Inclusive Education, and Research Methods, in the School of Education at NUI Galway. Her research interests are focused on inclusive education, social-emotional learning, and student and teacher wellbeing.

Elaine Keane

Dr. Elaine Keane is a Senior Lecturer in Sociology of Education and Research Methods, and Director of Doctoral Studies, in the School of Education at NUI Galway. Her research and publications centre on widening participation in higher education, social class and ethnicity in education, and diversifying the teaching profession.

Emer Davitt

Emer Davitt is a Lecturer in Education, primarily with the Máistir Gairmiúil san Oideachas, in the School of Education at NUI Galway. Her research and publications centre on Irish language education, teacher pedagogy and wellbeing in the curriculum.

Veronica McCauley

Dr. Veronica McCauley is a researcher and lecturer in science education in the School of Education, NUI Galway. She publishes regularly in the field of science education, science communication and public engagement, technology education, and related areas; and holds the seat of Vice-Chair at NUI Galway's University Ethics.

Manuela Heinz

Dr. Manuela Heinz is the Director of Teaching and Learning at the School of Education and joint programme director of the Professional Master of Education at NUI Galway. Her research focuses on diversity in teacher education and schooling and teacher professional learning.

Gerry Mac Ruairc

Prof. Gerry Mac Ruairc is the Established Professor of Education and Head of School in the School of Education, NUI Galway and Senior Research Fellow with the UNESCO Child and Family Centre at NUI Galway. He has published widely in the areas of leadership for inclusive schooling and school improvement for equity and social justice.