The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.

COVID-19 大流行迫使教师和家长迅速适应新的教育环境：远程学习。教师开发在线学术材料，而家长则在家中教授教师为孩子提供的练习和课程。考虑到在这场危机中，数字工具在教育中的使用急剧增加，而且这种情况还将继续下去，因此迫切需要了解远程学习的影响。从多学科的角度来看，我们认为，通过使学习过程比以往任何时候都更多地依赖家庭而不是教师，并且通过让学生主要通过数字资源工作，学校停课加剧了社会阶层的学术差异。为了解决这个紧迫的问题，我们提出了未来研究的议程并概述了帮助父母的建议，