Living and learning through lockdown: a fictionalisation of the challenges and opportunities of homeschooling during a global pandemic

ABSTRACT

This article reports on research which investigated the lived experiences of primary school headteachers, teachers and parents during the first lockdown in England between March and July 2020. The study aimed to understand how homeschooling was approached and the challenges and opportunities it afforded. Individual semi-structured interviews were undertaken with participants and the findings are presented in the article in three episodes using fictionalised scenarios. The episodes created are the initial approach to homeschooling, coping with uncertainty and realignment. The themes emerging from each episode are pragmatic decision-making, change and the impact upon welfare and well-being, and shifting priorities. The article illustrates the struggles of homeschooling in lockdown and some surprising outcomes, and also points to future possibilities for education.

KEYWORDS:

• homeschooling
• home-learning
• lockdown
• COVID-19 pandemic
• fictionalisation

Acknowledgments

We wish to thank the participants for the generous giving of their time and their insightful contributions and also those who piloted the interview schedules.

Disclosure statement

No potential conflict of interest was reported by the author(s).