Covid-19 pandemic lockdowns and distance education in Australia: Positive experiences of migrant/refugee parents and future directions

Abstract

This paper presents findings from a study investigating the engagement of migrant and refugee parents in supporting the distance education of their children amidst the Covid-19 lockdowns in Australia. While existing research has extensively addressed challenges within online education during the Covid-19 pandemic, there is a dearth of research examining the opportunities afforded to migrant and refugee parents. In pursuit of this, 20 migrant and refugee parents participated in individual interviews as part of the data collection process. The transcribed data underwent thematic analysis, drawing on the frameworks proposed by, to scrutinise how the imposed structure of lockdowns has informed parents’ educational and social opportunities. The findings suggest that parents’ opportunities encompass improving their English language skills, helping their children to develop their mother tongue skills, familiarising themselves with school subjects, understanding how the education system works in Australia and strengthening their knowledge about improving their relationships with their children. The paper also discusses how the education system can prepare parents to educate their children more effectively in the future, while their education can promise a more inclusive education system.