COVID-19 school closures have seen the homeplace become a school-place for students and their families in Ireland. This paper presents research on the resources and supports available for students to engage with learning in their home environments. Evidence from a nationally representative survey comprising one third of second-level school leaders, conducted during the first school closures in 2020, shows that attendance and engagement appears to be influenced by the educational level of parents/guardians. The association between parental education and student engagement was stronger for Junior Certificate students but was not statistically evidenced for Leaving Certificate students. Qualitative evidence sheds further light on inequalities which characterised students’ experiences of online and remote learning. Viewing these developments through a social reproduction framework, this study argues that unequal home learning environments may magnify existing inequalities. To prevent a return to the classroom with more classed outcomes, it is imperative that policy, planning and investment strive to mitigate the impact of COVID-19 on educational inequality.

COVID-19 学校停课使这个家园成为爱尔兰学生及其家人的学校场所。本文介绍了有关学生在家庭环境中参与学习的可用资源和支持的研究。在 2020 年第一次学校关闭期间进行的一项由三分之一的二级学校领导组成的全国代表性调查的证据表明，出勤率和参与度似乎受到家长/监护人教育水平的影响。初级证书学生的父母教育和学生参与之间的关联更强，但没有统计证明毕业证书学生。定性证据进一步阐明了学生在线和远程学习体验的不平等现象。本研究通过社会再生产框架观察这些发展，认为不平等的家庭学习环境可能会放大现有的不平等。为了防止以更高等级的成果重返课堂，政策、规划和投资必须努力减轻 COVID-19 对教育不平等的影响。