ABSTRACT

Schools across the UK were mostly closed from March to July 2020 due to Covid-19. Therefore, parents and children found themselves thrust into a prolonged period of home-schooling. In this study, parents (N = 2,122) reported on their children’s (N = 3,230) home-schooling experiences and its impacts on their children’s academic progress. Parental reports suggest that children spent around 3 hours each weekday doing schoolwork at home. Children enrolled in private secondary schools received 4 hours of virtual lessons each weekday from teachers, while state school children received just 1 hour. Parents, on the whole, reported concern for children’s academic progress. This is particularly so for children in secondary school and, most strikingly, those in school years antecedent to final exams (Years 10 and 12). Parents were less concerned about academic progress for those in Years 11 and 13, who had received their final exam grades shortly before the time of the survey. This study highlights the fact that children have been unequally affected by Covid-19 school closures, depending on their year group and school type, which should be considered in future research and policy.

摘要

由于 Covid-19，英国各地的学校在 2020 年 3 月至 7 月期间大多关闭。因此，父母和孩子们发现自己被迫长期在家上学。在这项研究中，父母 ( N = 2,122) 报告了他们孩子 ( N= 3,230) 在家上学的经历及其对孩子学业进步的影响。家长报告显示，孩子们每个工作日在家里花大约 3 小时做功课。就读于私立中学的儿童每个工作日都会从老师那里获得 4 小时的虚拟课程，而公立学校的儿童仅获得 1 小时。总的来说，家长们表示对孩子的学业进步表示担忧。对于中学的孩子来说尤其如此，最引人注目的是，在期末考试（10 年级和 12 年级）之前的学年中的孩子尤其如此。对于 11 年级和 13 年级的学生，家长不太关心他们的学业进步，他们在调查时间前不久就收到了期末考试成绩。这项研究强调了一个事实，即儿童受到 Covid-19 学校关闭的不平等影响，