What could we do differently next time? Australian parents’ experiences of the short-term and long-term impacts of home schooling during the COVID-19 pandemic

Background COVID-19 lockdowns have resulted in school closures worldwide, requiring curriculum to be delivered to children remotely (home schooling). Qualitative evidence is needed to provide important context to the positive and negative impacts of home schooling and inform strategies to support caregivers and children as the pandemic continues. This study aimed to explore the experiences of home schooling caregivers at multiple time-points during the pandemic. Methods Data were obtained from a longitudinal survey of a representative Australian sample conducted over 8 waves during 2020 and 2021. Participants who had home schooled at least one child during COVID-19 completed open-ended questions at Wave 4 (May 2020; n = 176), Wave 7 (June 2020; n = 145), and Wave 8 (March 2021; n = 57). Participants were asked to describe what they found positive and challenging about home schooling (Wave 4), what they would do differently if they home schooled their children again (Wave 7), and the longer-term impacts of home schooling on caregivers and children (Wave 8). Results 91% of participants at Wave 4 reported at least one positive and/or negative aspect of home schooling. At Wave 8, 32% and 29% of participants reported no long-term positive or negative impacts of home schooling respectively. Using a qualitative content analysis approach, six themes were developed from the data, encompassing the impacts of home schooling on parents, and the perceived impacts on children. Impacts on parents included connecting with children, managing the work-life-school balance, and the challenge of home schooling when parents are not teachers. Perceived impacts on children included: quieter and safer learning at home, and the negatives of managing schoolwork load and social isolation. At Wave 7, 56 participants (44%) identified at least one thing they would do differently. Conclusions Despite some participants reporting positive experiences associated with home schooling, it remains challenging for many parents and their children. Supports for parents and children engaged in home schooling should provide clear and flexible guidance on how to balance schoolwork with other competing demands, assist parents who lack confidence in supporting their children’s remote learning, and address risks associated with social isolation.

SECONDARY SOCIALIZATION OF CHILDREN FROM HOME EDUCATION

The aim of this paper is to find out how the secondary socialization of children from home education takes place and to map the personal experiences and opinions of parents educating their children at home. The paper is divided into theoretical and empirical parts. The theoretical part deals with the socialization as a necessary process in the life of each individual, we describe the various types of socialization, we deal with a different concept of socialization according to where it takes place, i.e. in the home and school environment. The theoretical part forms the basis for the empirical part. For the implementation of the research, we chose qualitative research using semi-structured interviews, which were conducted with parents who currently have a child or children in home education. According to the results of the research, home schooled children are secondarily socialized in regular and sporadic meetings with other home schooled children, either as part of celebrations and other social events or for the purpose of learning together in a small group of children. Another way are friends with whom they see each other several times a week in hobby groups or visit each other. Furthermore, the family and siblings, play an important role in the socialization process. Due to age differences, siblings can help each other in many ways, learn from each other and spend free time together. The limit of the presented work is a small sample of respondents and the associated impossibility to generalize the results. However, the research went into depth on the topic and brings forward the subjective opinions and experiences of parents. Another limit is the implementation of the interviews through the telephone, which does not allow for the observation of non-verbal expressions of the respondents during the interview, which can reveal a lot.

Neurophysiological aspect of the work of an oligophrenopedagogue with a schoolchild's family at home

The article summarizes and describes the personal experience of interaction between an oligophrenopedagogue and students with pronounced degrees of mental retardation and home-schooled students. In modern conditions, such students are effectively taught only in the conditions of interaction between the teacher and the family, taking into account the neurophysiological approach.

Changes COVID-19 Post-Quarantine Behaviors, Hygiene and Expectations in Colombia: Population Survey from 1st to 13th September, 2020

SummaryThis study by Profamilia Association focuses on the social response to COVID19 by reporting and analyzing the answers to two surveys carried out between April 16 and 25, and throughout September 2020. The study aims to identify changes in behaviors and immediate expectations after the quarantine was lifted. In general, results show that people have adopted behavioral changes such as wearing face masks, avoiding people with symptoms, and reducing mobility. However, it also shows that people’s concerns have doubled for many reasons, ranging from mental health issues, neglected sexual and reproductive health needs, the burden of care for others, and working from home. Similarly, it was found that some people would accept significant long-term changes such as accepting most children continuing to be homeschooled or employees choosing whether to work or not, targeted quarantines in neighborhoods that show high number of cases; and making the use of face masks mandatory in case a vaccine or treatment for Covid-19 does not become available. This means that during the quarantine and compared to April, many people consider these options to be acceptable in the long term.The survey was filled out online via SurveyMonkey by 1,735 people in Colombia between 1st and 11th September, 2020. Overall, 17% mentioned that they had participated in the previous survey, Estudio Solidaridad I early stage of quarantine (April 2020). The following is a summary of the main findings based on the comparison of the two surveys in hopes to show evidence for changes in behavior, hygiene, levels of measure compliance, unmet needs, and to show peopleś immediate expectations after six months of strict quarantine.The most common concerns among the findings were: a vaccine or treatment for COVID-19 not arriving Colombia soon enough (79%), a vaccine or treatment not being developed soon enough (79%) and also a concern that once the vaccine arrives in Colombia, it will not be accessible (74%). 50% of people think it is likely to get the COVID-19 vaccine once it becomes readily available.62% get information about COVID-19 through social media, 55% through official websites, and 51% through television.43% say that in their neighborhood, community, social group, or town, measures and campaigns have been carried out to prevent the spread of the COVID-19.25% say they would like to support local communities respond to the outbreak.82% agree with most children remaining home-schooled.85% think parents should be able to choose whether or not to send their children to school.95% agree that people should be forced to wear face masks outside the home.90% agree with neighborhoods, districts, or municipalities which experience outbreaks adopting more restrictive measures compared to the country as a whole.86% think employees should choose whether to work in their office or work from home.44% think that people will be able to be vaccinated against COVID-19 in a year or a year and a half.26% think life will return to “normal” in two years or more.

Session 5: Time Management and Prioritization

In Session 5 you will learn specific strategies for determining what is a desired (want to) versus a required (have to) activity and how to create a more reasonable personal schedule. When dealing with a chronic illness, learning to conserve energy and make good decisions about daily activities is important. Also, being on home-bound/home-hospital or home-schooled academic schedules can result in a less structured daily schedule and decreased peer social contact. Over- and/or underscheduling physical and social activities can become a major problem and source of stress. Setting reasonable and reachable goals and expectations is very important and requires that you learn how to prioritize and adjust your schedule of activities in response to your symptoms and illness.

Session 5: Time Management and Prioritization

For teens with a chronic illness, setting reasonable and reachable personal expectations while titrating their activities in response to their disease/symptoms is often a major stressor. In Session 5 the teen is taught specific strategies to distinguish between desired (want to) and required (have to) activities and to create (and revise) personal schedules that address problems they may have with over- and/or underscheduling physical and social activities in their daily life. These issues are particularly important in working with teens who are on home-hospital/home-bound schooling or who are home-schooled and thus more likely to have less structure and peer social contact.