Socioeconomic Status, Parental Involvement and Implications for Subjective Well-Being During the Global Pandemic of Covid-19

Abstract

School closures prompted by the global outbreak of COVID-19 have impacted children’s subjective well-being. In this context, a growing number of studies has pointed out that the experience of learning at home is an essential factor influencing their subjective well-being, raising the importance of parental involvement in the educational process of their children. This article explores the formal and informal parental practices of home learning during school closures period in 19 countries and their explanatory factors, with the further aim of discussing their implications for children’s subjective well-being. The study uses the International COVID-19 Impact on Parental Engagement Study (ICIPES) database and develops a regression analysis of family, child, and school factors predicting parental involvement in homeschooling. The main findings show that parents’ socioeconomic status is a critical predictor of both formal and informal parental practices. In addition, the results denote the impact of other factors, such as the level of parental confidence with the use of technology and children’s age and gender (in the case of informal activities). Based on these findings, the article discusses policy implications to promote parental involvement and children’s subjective well-being.

Explaining inequalities of homeschooling in Germany during the first COVID-19 lockdown

“…For the UK, similar social differences in parental support and resources were also found by Pensiero et al (2021) in the first lockdown; however, the influence decreased in the second lockdown. Similarly, differences in parental support by social background have also been reported in non-European countries (Treviño et al, 2021).…”

Investigation of Special Education Teachers’ Views on the Distance Education Process Conducted in the Covid-19 Pandemic

“…They emphasized that students with low socioeconomic status during the epidemic had difficulties in participating in distance education. When studies with families during the epidemic period are examined in the literature, there are studies supporting this finding (Greenway & Eaton-Thomas, 2020;Gürbüz, 2022;Trevino et al, 2021). In the study of Trevino et al (2021), it was concluded that the socioeconomic level of the parents and the technological equipment they have at home are the predictors of the educational activities done at home during the pandemic period.…”

“…When studies with families during the epidemic period are examined in the literature, there are studies supporting this finding (Greenway & Eaton-Thomas, 2020;Gürbüz, 2022;Trevino et al, 2021). In the study of Trevino et al (2021), it was concluded that the socioeconomic level of the parents and the technological equipment they have at home are the predictors of the educational activities done at home during the pandemic period. In their study, Greenway, and Eaton-Thomas (2020) collected data from 238 parents through questionnaires in their study, which aimed to reveal the resources and support received by parents with special needs children from their schools and/or local government, and their level of satisfaction with these resources.…”

Challenges to Remote Instruction During the Pandemic: A Qualitative Study with Primary Grade Teachers in India

“…The findings highlighted that family factors such as lack of access to technological devices and high speed internet services at home; limited access to internet data; parental lack of time, minimal level of education, and unfamiliarity with operating digital devices limited children’s full participation in the school’s remote learning efforts. As a ‘socio natural” disaster, COVID-19 has resulted in the interruption of established routines and added stress to the operation of educational institutions around the world (Treviño et al, 2021 ). Beginning in late January 2022, states in India have been slowly opening their elementary school doors for in-person instruction.…”