What we can learn from remote learning in elementary schools

Abstract

Health regulations stemming from the COVID-19 pandemic resulted in an unprecedented shift towards remote and online learning at the elementary level during the 2020 and 2021 school years. Given the exceptionality of this phenomenon, there is little previous research that explores virtual learning at the elementary level. With this in mind, we surveyed parents of elementary students about their experiences. Significant financial-based barriers notwithstanding, our research introduces novel and unexpected findings about the value of remote learning – most notably to address other forms of social inequality. Ultimately, we advocate for a more inclusive and equitable approach to post-pandemic elementary education.

What supports and services post COVID-19 do children with disabilities and their parents need and want, now and into the future?

“…Taken together, these changes have adversely affected children’s development, their physical and mental health and well-being, family functioning, and parents’ mental health ( 5–9 , 11 , 13–16 ). Conversely, families have also reported certain unanticipated positive consequences, such as more time spent together ( 17 ), the widespread adoption of virtual solutions in areas such as education or healthcare ( 3 , 4 , 18 , 19 ), and reductions in stress for children for whom school was a stressor ( 20 ). As we move forward with post-pandemic recovery, it is imperative to draw on the lessons from the pandemic to identify children’s and families’ needs for services, as well as overall lessons for improving healthcare, education, and community support.…”

“…Many children had difficulties with learning remotely, due to challenges with attention and focus ( 2 , 4 , 5 , 7 , 17 , 23 , 25 ). Although for some children the home environment was more conducive to learning than school ( 4 , 17 , 19 ), this required extensive parental support ( 2 , 4 , 17 , 26 ). Furthermore, not all families had adequate access to technology needed for online learning (for example, high-speed and unlimited internet is unaffordable for some families and entirely unavailable in some remote and rural communities), which led to a deepening “digital divide” between families ( 4 , 19 , 23 ).…”

“…Although for some children the home environment was more conducive to learning than school ( 4 , 17 , 19 ), this required extensive parental support ( 2 , 4 , 17 , 26 ). Furthermore, not all families had adequate access to technology needed for online learning (for example, high-speed and unlimited internet is unaffordable for some families and entirely unavailable in some remote and rural communities), which led to a deepening “digital divide” between families ( 4 , 19 , 23 ). Taken together, these experiences affected children’s emotional well-being, with many children experiencing and expressing stress, frustration, anger and anxiety ( 4 , 5 , 9 , 11 , 14 , 23 ).…”

“…For the most part, families did their best under the circumstances ( 4 , 12 ). Many parents reported that their families had more time to spend together ( 17 , 19 ), and some families benefited from virtual solutions for learning, healthcare appointments, or connecting with friends and family ( 2 , 12 , 19 ). However, not all families fared equally well, with some experiencing issues such as poverty, substance abuse, or domestic abuse and violence ( 4 , 17 , 23 ).…”