The period of confinement in the spring of 2020 is of great interest in highlighting the parental work of educational support. While parental support is usually more diffuse, and is secondary in relation to what is done at school, occurring at different moments of daily life, home schooling during lockdown revealed new ways of helping and framing schoolwork. This article looks at parenting practices in higher socio-economic status (SES) families in France. Based on a massive questionnaire (N = 31,764) and a series of additional interviews (N = 15) conducted during lockdown, the aim is to investigate what makes parental assistance specific in high SES environments. Our findings show that such families have less difficulty carrying out schooling at home. What makes them consider this experience as ‘not a big deal’, as they say, is that they have organisational and pedagogical (i.e. objective) resources that enable them to respond to its challenges. In addition, however, we show that home schooling is experienced in these families as less contrived. In effect, they use schoolwork techniques that help to obscure (from others, but also from themselves) the effort that schoolwork requires.

2020年春季的坐月子期间，重点突出家长教育支持工作。虽然父母的支持通常更加分散，并且与在学校所做的事情相比是次要的，发生在日常生活的不同时刻，但锁定期间的家庭教育揭示了帮助和制定学业的新方法。本文着眼于法国社会经济地位较高 (SES) 家庭的育儿做法。基于大量问卷 ( N = 31,764) 和一系列额外访谈 ( N= 15) 在锁定期间进行，目的是调查是什么使父母援助在高 SES 环境中具有特殊性。我们的研究结果表明，这些家庭在家上学的难度较小。正如他们所说，让他们认为这种经历“没什么大不了”的原因是他们拥有能够应对挑战的组织和教学（即客观）资源。然而，此外，我们还表明，在这些家庭中，在家上学的经历并不那么做作。实际上，他们使用的功课技巧有助于（从他人那里，也从他们自己那里）掩盖功课所需的努力。