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Background: The COVID-19 pandemic and subsequent school closures have had profound impacts on learners and their families globally, affecting their psychosocial wellbeing. However, the extent and nature of these effects, particularly in diverse socioeconomic contexts, remain largely under-explored. Aim: This study aimed to investigate the effects of school closures on the psychosocial wellbeing of children and parents in South Africa's Gauteng province. Setting: The research included families from various socioeconomic backgrounds in Gauteng province, South Africa. Methods: Using an ethnographic research approach, diary-style entries via the WhatsApp mobile app were collected from 43 families, and semi-structured telephonic interviews were conducted with 21 families. Results: The study found that children experienced adverse emotions, including loneliness, boredom, anxiety and isolation during school closures. Parents reported elevated stress levels and increased caregiving burden. The severity of impact was influenced by access to resources for online or home-schooling. Conclusion: The findings highlight the multi-dimensional implications of school closures on families and underscore the importance of providing adequate support during such disruptions, taking into account the varying effects across socioeconomic backgrounds. Contribution: This study fills a crucial gap in understanding the psychosocial impacts of school closures due to the COVID-19 pandemic on children and parents within diverse socioeconomic contexts. The findings call for equitable access to educational resources, evidence-based remediation efforts, and integrated mental health support services.

The COVID-19 pandemic has profoundly affected the education process. A sudden shift to online learning changed the mechanism of the education system. As key stakeholders, parents have to undertake the responsibility of this process at home. This study aims to reveal the roles of parents in online learning during the pandemic. It was conducted with a phenomenological research design. The study group consists of 28 parents having children aged 7 to 13 years old. Data collected employing interviews and open-ended questionnaires were analyzed by the thematic analysis method. According to the findings, parents organize their daily lives at home according to online learning of their children. They explain the online learning process in the context of family circumstances, the challenges they experienced, the educational environment, household chores, job responsibilities, and relationships. It is challenging for parents to undertake the roles of reinforcer, supervisor, motivator, and controller in online learning at home. To overcome the challenges they take family or caregiver support, make partnerships, and use external sources like tutoring, web applications, etc. All these findings suggest that with the emergent shift to remote teaching, parents get much more involved in the education process by undertaking the responsibilities of the teachers.

This study aimed to determine the experiences of gifted children with autism spectrum disorder, their parents, and teachers with the COVID-19 pandemic and holistically reveal the reflections of the restrictions in this process and the transition to distance education on the lives and especially the education of gifted children with autism spectrum disorder (ASD). The study was designed with a phenomenological research design, one of the qualitative research methods. The study participants were gifted children with ASD, aged between 6-14 and continuing their education through inclusion, their parents and teachers. The research data were collected through semi-structured interviews and analyzed in detail by interpretive phenomenological analysis. As a result of the data analysis, two themes, "The impacts of the COVID-19 pandemic on life" and "Distance education and its impacts in the COVID-19 process", and 12 categories were reached. Recommendations were presented in line with the study findings and the literature.

China was the first country to adopt a national educational strategy of "Disrupted Classes, Undisrupted Learning" in response to the pandemic. This measure resulted in the establishment of online learning platforms for primary and secondary schools and provision of free learning resources in China. In the context of online education, the family substituted the school as a learning space, in which parents played the role of primary learning guides to support their children's learning at home (UNESCO, 2020). Therefore, it is essential to understand parents' attitudes and views on online teaching. In order to get a more comprehensive and overall understanding of the feedback from Shanghai parents regarding Shanghai initiative, the Institute of Curriculum and Instruction of East China Normal University conducted an online questionnaire survey of 1,574 parents in Shanghai. Of these, 1,553 valid questionnaires were returned. This report summarizes major findings from the survey regarding the coverage of the Shanghai initiative, online teaching equipment and technical support, parents' acceptance of the Shanghai initiative, the impact of online teaching on students, as well as parental pressure and expectations.

Academic resilience is crucial in today's crisis-prone society. This qualitative study explored the factors that shaped academic resilience during the COVID-19 pandemic to strengthen the global literature on resilience and post-pandemic policy and practice in education. This study adopted a multiple-case study design, with the application of replication logic and data collection via semistructured interviews. The case studies featured interviews with three academically resilient students in Phuket and nine relevant informants, including parents, homeroom teachers, and local stakeholders. These interviews covered various factors surrounding personal qualities, families, peer groups, schools and teachers, communities and cultures, and the pandemic. Through thematic analysis, seven overarching themes emerged from the data: (1) achievement-oriented characteristics, (2) high aspirations, (3) COVID-19-driven adaptability, (4) self-directed learning in the use of online resources, (5) healthy family functioning, (6) role models, and (7) social support in the context of a giving culture.

This study examined problem-based learning in blended learning classrooms for practicing mathematical problems in an emergency situation, such as Covid-19. For this purpose, a three-week program was framed in contrast to traditional teaching, aiming at enrichment and not remediation, for a group of fifty students' studying mathematics in a science program. The formative experiment research method was used for this study and practiced at public sector Higher Secondary School in Jehangira, district Swabi. The data were collected through a self-developed questionnaire verified by experts and were analyzed by using simple frequency distribution. Findings were mostly positive, indicating that students found problem-based learning productive in practicing mathematics, for example, solved samples helped them in answering similar problems, course work was completed timely, and use of smartphones with peers in groups helped them in better understanding the problems. The findings also revealed some concerns such as poor availability of network/internet services or non-affordability of having smart phone or internet packages, and parents' unwillingness for allowing smartphones and using the internet.

The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 academic year in the United States. Data were collected through the COVID Experiences Survey from parents of children ages 5-12 years, administered using NORC's AmeriSpeak panel. Most parents reported satisfaction with supports (88.4%) and services (93.2%). Dissatisfaction with special education supports and therapeutic services was more common among parents whose children received supports/ services virtually than in person (special educational supports: aOR=12.00, 95% CI [1.49-96.89], p=0.020; therapeutic services: aOR=15.76, 95% CI [1.01-245.40], p=0.049). These findings suggest opportunities to improve design and delivery of online special education supports and therapeutic services as well as emergency preparedness by considering the needs of students with disabilities and their families.

This study explored parents' perceptions pertaining to online learning in the state of Qatar during COVID-19 pandemic. Six hundred and eighty-eight parents were surveyed, and data was analyzed statistically using SPSS 28.0. Findings suggest that parents perceived online learning positively only when a set of conditions coexisted, including parental readiness, school support, and abundance of online resources. Moreover, parents viewed in-person learning to be of higher quality than remote learning, believing that academic progress and well-being were stymied through online learning. Moreover, parents suggested a road map for leveraging the quality of online learning, which sheds light on the importance of a solution that is family-centered, accounting for parental multitasking; apprehending economic and social pressures; responding to the cultural context; and securing student well-being.

The transition to online learning during the COVID-19 pandemic was a new experience for parents of young children who were obliged to deal with various factors that had an impact on their level of satisfaction. It was essential to address these issues if their children were to continue receiving an education. This research investigates the factors affecting parents' satisfaction (PS) with their children's online learning experience during the pandemic. These factors comprised technical support (TS), instructional support (IS), the quality of the online curriculum program (CP) and social interaction (SI). A mixed-methods approach was adopted using a sequential explanatory design. The population sampled for this study comprised parents of young children in Saudi Arabia. The total number of survey respondents was 307 and 12 parents volunteered to be interviewed. The results demonstrated that almost 69% of the variance in parents' overall satisfaction was predicted by a combination of the aforementioned characteristics. However, SI was found to be the only significant predictor of PS. Overall, the parents' satisfaction with online learning appeared to be moderate but there were significant differences in PS that related to the parents' age or the child's educational level. This study offers insights into online learning experiences and parental satisfaction during the COVID-19 pandemic. Practitioners in the education sector should take this satisfaction into consideration given that parents are an essential element in the success of their children's online learning experience. Moreover, parents received beneficial information during the pandemic which could help develop the implementation of online learning for future use.

This paper investigated the literacy practices, challenges, and coping strategies of the More Knowledgeable Others (MKO) in helping the learners accomplish literacy tasks included in the online and modular worksheets during the lockdown period because of COVID-19 pandemic. MKO is a person who has a better understanding or a higher ability level than the learner; this includes the teachers, the parents, and the guardians. This study focused on the parents and guardians as they assume two significant roles during the time of pandemic, namely a teacher and a parent. Two hundred six parents and guardians were surveyed, and selected respondents were requested to participate in the semi-structured interview to provide opportunities to express their experiences during the pandemic. The results revealed that MKO's practices include their role as a: (1) support in children's school tasks; (2) spending read aloud time with their children; and (3) their use of Internet and gadgets. For the challenges, four subthemes emerged: (1) duality of roles; (2) lack of knowledge and skills; (3) Internet connectivity; and (4) financial challenges. With the challenges come MKO's coping strategies: (1) managing time wisely; (2) they provide unfathomable moral support; and (3) their faith in God. With the findings, this paper recommends creation of consultative body among parents so they can be included in the curriculum design for the education of their children.

This study used the COVID Social Mobility and Opportunities (COSMO) Study to examine home learning and parent attitudes to education during COVID-19 in relation to demographic and household financial circumstances and parent educational aspirations. The findings showed that White, female, and degree-educated parents were more likely than their counterparts to report positive attitudes to home learning, support their 16-year-olds' learning, and contact schools during the lockdowns. Parents who experienced food poverty and reported being financially worse off after the pandemic were less likely to support home learning or contact schools but reported largely positive attitudes to learning. Also, parents who reported lower educational aspirations were more likely to support their children's learning, reflecting their educational needs. This study contributes to our understanding of home learning during the pandemic and has implications for public policy and action regarding supporting children's learning during health crises and reducing education inequalities.

Parents play a vital role in supporting children with learning disabilities, but little is known about their understanding of this diagnosis. The experiences of parents with the diagnostic process and the services their children receive post-diagnosis vary widely. Parents who participated in this study reported that they understand learning disabilities broadly but not their underlying neurobiology. Those who noted understanding the neurobiology indicated that it helped them better support their child, and those who did not understand it wanted to learn more. Parents generally noted that their children received less support during COVID-19 and that they had to seek more private services in order to support their child's academic progress, which caused additional strain on families. Finally, parents reported that having a child with a learning disability negatively affected their mental health, especially when parents feel like they have had to advocate strongly for their child to receive services.

During the COVID-19 pandemic, little is known about parental hesitancy to receive the COVID-19 vaccine for preschool children who are the potential vaccinated population in the future. The purpose of this mixed-method study was to explore the factors influencing Chinese parents' decision to vaccinate their children aged 3-6 years old against COVID-19. In July 2021, we conducted semi-structured interviews (n = 19) and a cross-sectional survey (n = 2605) with parents of kindergarten children in an urban-rural combination pilot area in China. According to the qualitative study, most parents were hesitant to vaccinate their children with the COVID-19 vaccine. In the quantitative study, we found that three-fifths of 2605 participants were unwilling to vaccinate their children against COVID-19. Furthermore, the main predictors of parents' intention to vaccinate their children were fathers, lower level of education, and positive attitudes toward vaccination. Based on our findings, targeted health education techniques may be able to boost childhood COVID-19 immunization rates.

Background: At the onset of the COVID-19 pandemic, schools closed across the United States. Given the impact of virtual learning and lost access to school resources, schools eventually reopened with COVID-19 mitigation protocols in place. This qualitative study sought to understand parental perceptions of school-based COVID-19 mitigation strategies. Methods: Using a phenomenology approach, nine focus groups were completed with 40 parents of children in grades K-8 representing eight Maryland counties. Based on acceptance of masking policies (as indicated on a survey), parents were sorted into 2 groups--lower and higher masking acceptance. A thematic analysis was conducted for each group and themes were compared between the 2 groups. Results: The main themes were related to parents' general sentiments regarding COVID-19, compliance, pandemic-related changes over time, changes in personal opinions, and in-person learning. Both groups described challenges related to inconsistent COVID-19 mitigation policies and practices, the challenges of rapid and frequent changes in guidelines during the pandemic, and the benefits of in-person learning. Conclusions: Parents of elementary and middle school children, regardless of general acceptance of masking policies, shared concerns about implementation and guidance regarding school-based mitigation strategies.

Because the COVID-19 pandemic has been implicated in increased mental health concerns for families of low income, we aimed to describe maternal perspectives about the pandemic's impact on their kindergartener's mental health during the 2020-2021 school year. We conducted 22 in-depth, semi-structured interviews with U.S. mothers with low income who had kindergarten-age children (50% male and 50% female). All participants were female, ranging in age from 24 to 44 years, and reported the following ethnic/racial identities: non-Hispanic Black or African American (41%), Hispanic of any race (36%) and non-Hispanic, White (23%). With a team comprising multiple researchers from varied disciplines (e.g., medicine, education and public health) our analytic process used an iterative approach for developing and revising codes and themes until we reached thematic saturation. Most mothers described negative impacts on social, behavioural and emotional aspects of mental health. Some described positive social impacts, including strengthened family relationships. Mothers described no positive changes to behavioural or emotional aspects of mental health. Maternal perspectives suggest the importance of prioritising access to screening and treating mental health needs to support children's kindergarten transition, mitigate pandemic impacts and plan for future disruptions.

The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of 1,666 United States twins in kindergarten through 12th grade from 43 states to provide the current descriptive report of children's educational experiences during this time, as reported by their parents. Specifically, we reported on school format, parents' role in education, parent-teacher interactions, schoolwork struggles, technology access, and school services. About half of children attended in-person schooling, with many children switching from online to in-person throughout the school year. Parents saw the pandemic as a risk to their children's education. During the 2020-2021 school year of the pandemic, parents felt they had a larger role in their children's education and were less satisfied in their interactions with teachers than what they experienced during the prepandemic part of the 2019-2020 school year. Children experienced more schoolwork struggles than they had in previous years, and this was similar across age groups. For most constructs, results were equivalent across age group, but parents of younger children tended to provide more schoolwork help. Overall, this article highlights the disruptions in their educational environments that children continued to experience through the first full school year (2020-2021) of the COVID-19 pandemic.

Background: This study explores the impact of the pandemic on children's mental health. It examined the understanding of parents regarding their children's mental condition and their ability to identify issues, 2 years post the outbreak of the COVID-19 pandemic. Methods: Using a cross-sectional design, 507 Italian parents reported on their youngest child aged between 2 and 17, totaling 507 children. The outcomes focused on were parental perception of children's mental health deterioration, scores on the Strengths and Difficulties Questionnaire (SDQ) above the clinical cut-off, and parental under-recognition of mental health issues. Descriptive analyses and multivariable logistic regression models were executed (significance at p < 0.05). Results: Parents were 88.1% women (median age 41 years, interquartile range [IQR] = 36-47). Their children were 50.3% female [median age 6 years (IQR = 4-11)]. The data revealed 21.1% of parents perceived a deterioration in their children's mental health, while 44.2% had SDQ scores above the cut-off. Parental under-recognition of mental issues was found in 20.1% of cases. Significant correlations were found between parental perception of deterioration, SDQ scores, and factors like parental mental distress and children's sleep issues. Implications: The findings suggest that schools and verified websites can serve as critical conduits for providing parents with reliable information. By promoting early identification and intervention, such mechanisms can help ensure mental health equity for children. Conclusions: The research highlights the effect of the pandemic on children's mental health and the issue of parental under-recognition. The results underscore the importance of public health initiatives that enhance mental health information accessibility and reliability for parents.

Background: In March 2020, the rapid spread of the novel coronavirus (COVID-19) resulted in lockdowns of schools and businesses alike across the United States. For working parents of preschool age children, the forced closure of child care centers created a unique situation where parents suddenly become the major source of daily care and education for their children. Objective: The present study was conducted to provide new evidence concerning young children's perceptions of the COVID-19 stay-at-home mandate as a way to reveal children's understanding of the pandemic. Method: Child and parent interviews were conducted via teleconference with their child's regular preschool teacher in the spring of 2020. Narrative data were content analyzed using open and axial coding (Saldaña, The coding manual for qualitative researchers, Sage, 2016). Results: The majority of parents reported providing their children with information on why they were home. Use of advanced language specifically referencing the coronavirus in conversation with their children was associated with more non-responding or children repeating their parent's utterances verbatim. Preschoolers who were given more simplistic explanations (e.g., germs) could expand their responses indicating understanding (e.g., you will get sick, need to wash hands, wear a mask). When parents did not offer information, children generated their own meaning and interpretations, often citing erroneous ideas (e.g., people are sick because they ate rotten bananas), reflective of how young children make sense of their world. Conclusion: These findings indicate that using simplistic and factual age-appropriate language enhances the likelihood that young children will understand and accurately perceive potentially life threatening situations.l

When calamity hits humanity in the form of natural disasters, they appear unannounced. The same applies to the recent destructive and disruptive COVID-19 pandemic. During the early days of this pandemic, life activities were halted abruptly. Global education systems were not spared - most institutions were caught napping and forced to close. The educational development of children was adversely affected by the hard lockdown and stringent restrictions that followed the outbreak of the pandemic. The role that parents had to play in the education of their children needed to evolve to meet the new demands. The researchers approached this study from a qualitative interpretivist philosophical stance to interview principals, teachers, and parents. In addition, this paper was located within Coleman's social capital theory. Amongst the key findings that emerged from the study were serious challenges regarding parents' cooperation during the COVID-19 pandemic, namely, communication challenges between the school and home, increased learner absenteeism, and failure by learners to do schoolwork. Finally, the study also found that some parents were disinterested and disengaged from the schools. This study is significant because it provides epistemological insights and understanding of the challenges schools experienced during the COVID-19 pandemic. Without exception, all participants felt strongly that the involvement of parents in a child's education during a pandemic such as COVID-19 is significant. According to Durisic and Bunijevac (2017), the more actively parents are involved in their children's learning, the more benefits are achieved. In contrast, there often seems to be little to no collaboration between the school and the home in ensuring that their common goal of seeing the child succeed is achieved. This is in harmony with the findings of Porumbu and Necsoi (2013) who intimate that, sometimes, parents may feel like they are doing everything to help their children, but due to lack of communication between the parents and the school, the school may feel as though involvement is lacking. The study was limited to only three schools and only nine participants were subjected to semi-structured interviews. The study provided epistemological insights regarding the cooperation and involvement of parents during the trying circumstances of the COVID-19 pandemic. This study provided the findings which are critical for theory, practice and policy to the education systems regarding future disasters.

Schools are pivotal stakeholders in increasing the amount of student physical activity, an attribution especially relevant while the COVID-19 pandemic is not overcome. This article evaluates how the use of physically active academic lessons impacted mathematics learning and the amount of physical activity during the transition to face-to-face classes. The objective was also to analyze students, parents, and teachers' perceptions of this experience. Therefore, for at least 6 weeks in mid-2021, 290 Chilean elementary school students from different schools, together with their 11 teachers, learned and practiced a choreography on geometry during the school routine. Both quantitative and qualitative instruments were used to evaluate this experience. The results from the pre- and post-test showed that students increased their geometry scores significantly (Z = 13.116, p < 0.001) by an average of 24.28 percentage points with an increase of 7.33 percentage points if the student attended face-to-face classes. Moreover, the results of the focus groups revealed a positive perception of the experience and increased physical activity. Overall, the study suggests that incorporating physically active academic lessons positively affect both academic performance and students' physical activity levels during the transition to face-to-face classes.

The study aims to examine the readiness of Indian parents towards online classes at kindergarten and junior school levels, by identifying the perceived barriers, perceived effectiveness and health impact of online classes on young children. The study is based on data collected across a random sample of 750 parents of students studying at junior and kindergarten levels in urban private schools which offer online classes. The data was analyzed through exploratory factor analysis, ANOVA and multiple regression analysis. Technological, infrastructural, and personal barriers related to students, and parents, were identified as perceived barriers by parents in availing online classes for their kids. Parents' attitude towards online classes at kindergarten and primary levels gets negatively influenced by the barriers they face, and the perceived negative impact of technology usage on their kids' health, while; perceived effectiveness was found to have a positive impact on the parents' attitude. The study is unique as it includes the interest of such young stakeholders of the education system. The study highlights the barriers faced by parents related to online classes and the health-related concerns which play a major role in the adoption of online mode of education for their kids. Research gives insights to school authorities and the government to work on these barriers and make the online education system effective which is the need of the hour during COVID-19.

Despite high hopes that schools are institutions of integrity and are properly governed, very few have demonstrated this with distinction. With this article we argue that good governance depends on the partnership between schools and parents in times of emergency. The theoretical framework from Epstein's theory of overlapping spheres of influence was used to alarm stakeholders to guard against overlapping one's roles during an emergency. In the study reported on here we used a qualitative research method, which allows data to be collected using semi-structured interviews and focus-group discussions as research instruments. The data were collected from stakeholders of school governing bodies (SGBs) and school management teams (SMTs) through WhatsApp and Zoom meetings. Thematic analysis was used to analyse qualitative data. The research findings reveal, among other problems, that most parents are digital immigrants who refuse to participate in virtual platforms for fear of endorsing remote learning, and that poor teaching and learning is due to a lack of access to digital technology, data, and poor connectivity. We recommend that parents should support remote learning for learners to achieve quality education beyond the Coronavirus disease (COVID-19) pandemic.

The Coronavirus Disease 2019 (COVID-19) pandemic has significantly affected the educational system. Historically, children with hematological and oncological conditions have experienced academic challenges. A retrospective chart review was conducted. Charts reviewed included children with oncology or hematology conditions, whose parents expressed educational concerns and were referred to an educational liaison in the Pediatric Hematology, Oncology, and Stem Cell Transplantation Division. The parental concerns for 102 children (M age = 10.03 ± 4.7; 59.8% male; 43.1% Latinx/ Hispanic) during the first half of the 2021 to 2022 academic year were extracted. Overall, all parents reported at least one concern with the average reporting 2.24 ± 1.34 (range of 1-6 concerns). The most common general concerns regarded: Individualized Education Programs (IEP) or special education evaluations; 504 accommodations; home instruction; school enrollment. Almost half of the parents had additional concerns they specifically attributed to COVID-19. Children with hematological and oncological conditions were experiencing various needs at this time, which likely have continued implications. It is important for educators, school psychologists, and health care providers to remain cognizant of the educational needs of medically vulnerable populations. Children with hematological and oncological conditions benefit from regular evaluation of their needs, as well as proactive forms of intervention.

Today, due to various factors such as facilitation of access to digital technologies, widespread internet use, rapidly increasing urbanization, and digitization of education, children meet the screen at a much earlier age and screen usage times increase rapidly. Due to the COVID-19 pandemic affecting the whole world, the introduction of distance education has been another important factor that increases screen usage time. According to the results of the research, long-term screen use can cause eye health problems and sleep problems in children, inadequate and unhealthy nutrition, mood and behavioral disorders, impaired cognitive functions, and attention deficit, and hyperactivity disorder. This research aims to examine the effects of screen use on the cognitive process skills of preschoolers who are 5 years old. The research is designed according to qualitative research methodology and case study pattern. A total of 34 children (17 female and 17 male) who are the students of a kindergarten affiliated with the Ministry of National Education, three preschool teachers, and 34 parents (father/mother), were the main study group. Purposeful sampling technique was used in the creation of the working group. The research data were collected through a questionnaire for parents, a child observation form for preschool teachers, and a structured observation form developed for five-year-olds. The semi-structured observation form filled out by the researchers was filled out considering observations of children during seven different activities with children and children's cognitive process skills during activity tasks. The data obtained were analyzed by the content analysis method. As a result of the research, it was observed that children with a high screen usage time were more frequently disconnected from educational activities, had trouble focusing (such as forgetting the row and column they stayed in, mixing the star they were following, not noticing the lack of shape, having difficulty finding the color they were looking for in painting), shorter attention spans and time to engage with the activity.

Qualitative content analysis is used in this study to review related online education since the outbreak of COVID-19. The aim of this study was to summarize the impact of online teaching on the education industry during the pandemic, sum up the viewpoints of all kinds of people to draw conclusions, and conclude the practical countermeasures. Based on the result of the analysis, firstly, we think that students and teachers are satisfied with online education, but parents have expressed dissatisfaction with this kind of education. Secondly, this paper lists the advantages and common problems of online teaching during study at home from different aspects. According to deficits, we summarize the solutions from three aspects: network equipment, teaching, and self-adjustment. This research is of great significance. It is not only beneficial to the development of educational platforms and personalized teaching but also helps formulate education policy to reduce the burden of education.

This study examined the efficacy of an afternoon and weekend academic program called the "Community School Initiative" (CSI) during the COVID-19 pandemic. CSI was offered to racialized students and families from the Jane and Finch community in Toronto which is one of the most under-resourced neighbourhoods in Canada. It involved a partnership between private social enterprise "Spirit of Math" and non-profit organization "Youth Association for Academics, Athletics, and Character Education" (YAAACE). Seven teachers participated in a focus group and 33 students and parents completed a survey to express their experiences attending the CSI. Findings were identified using thematic analysis from a Critical Race Theory paradigm. Key characteristics of effective structural community-programming were identified. The results highlight the importance of access to opportunities in a culturally reflective manner to ensure student success through continuity of care particularly on evenings and weekends involving a team of caring educators.

The COVID-19 pandemic forced many Individualized Education Program (IEP) teams to hold virtual IEP meetings for students with disabilities instead of conducting them in person. Prior to the pandemic, research explored school professionals' and parents' perceptions of the IEP meeting experience in the context of in-person meetings. The purpose of this phenomenological study was to explore how IEP meeting experiences changed for parents and school professionals as a result of the transition to virtual meeting collaboration due to the COVID-19 pandemic. Ten school professionals and nine parents from two public school districts in the United States participated in semi-structured interviews about their perceptions of the IEP meeting experience before and after this transition. Six themes emerged from the analysis: (1) prioritizing preparedness; (2) conquering technology; (3) negotiating new communication norms; (4) building rapport; (5) adapting to a new kind of collaboration; and (6) harnessing flexibility. Findings identified challenges faced while preparing for and conducting virtual IEP meetings as well as opportunities to leverage virtual collaboration to improve the IEP meeting experience for school professionals and families of students with disabilities.

The aim of this study is to examine the experiences and opinions of parents in Turkey regarding distance education practices during the pandemic period. Quota sampling has been made by considering Turkey Statistical Regional Units Classification. 2371 parents participated in the research. The data collection tool consists of a scaled questionnaire, open-ended questions, preferential questions, demographic and personal information form. The descriptive survey model has been used to reach the aim of the study for data analysis. The findings of the study are as follows: The majority of the parents evaluated distance education as being insufficient, difficult to learn, restrictive in terms of the time allocated to the lessons, and a system that does not replace face-to-face education, but will support the students when they return to normal process. Teacher guidance was emphasized in overcoming technical problems. They drew attention to the guidance of teachers in overcoming technical problems, the difficulty of adapting students and providing working discipline, the inadequacy of educational content, and the inequality of opportunity caused by financial deprivations.

This research aimed to: (1) study current conditions and problems in the development of reading and writing Thai language under the situation of COVID-19 of Grade 1 students at Huai Ton Na Fai Educational Quality Development Center; and (2) study the guidelines for the development of Thai reading and writing under the situation of COVID-19 of Grade 1 students at Huai Ton Na Fai Educational Quality Development Center. This mixed method research was divided into 2 phases: Phase 1 studied current conditions and problems from the sample group consisted of 138 participants from 8 schools; and Phase 2 studied the guidelines for the development from 12 experts through a focus group discussion. Research tools used in the research were an interview form and a questionnaire with 0.977 of reliability. The data were analyzed using frequency, percentage, mean, standard deviation, and content analysis. The results on the study of the current conditions and problems on Thai reading and writing revealed that the policy in practicing reading and writing skills and the selection of the 5 "On"s (On Site, On Air, Online, On Demand, and On Hand) were operated the highest which was accounted for 100%. On the other hand, the lowest current operating conditions were the readiness of learning management of parents and the creation of a conducive atmosphere for students to concentrate on their studies which were accounted for 89.90%. In addition, the study also showed that, in general, the average mean score and standard deviation of the development problem are 3.07 and 1.21, respectively. For the development guidelines, the recommendations are as follows: (1) in term of the on-site learning's concept, method, and process, it is suggested that the students should be divided into a small group to reduce a class size. Further, an MOU with parents should be made and equipment and safety management policies should be established using the agency's budget; (2) owing to the on-hand learning development guidelines, the study suggests that teachers should explain clearly about the worksheets to parents, choose an appropriate learning style and minimize home visits for a safety reason, and study to find methods and approaches that are appropriate for the situation. In addition, parents should record videos of reading and writing and send to teachers. Finally, the professional development of teachers should be promoted; (3) in order to promote the Thai reading and writing competence and skills, a time should be allocated for students to meet with teachers and classmates to reduce stress, the learning media and technology should be provided, the authentic measurement and assessment should be applied with the necessary indicators, the reading habit should be built, and a reading and writing competition should be organized; and (4) a reading habits project, a delivery project, and a learning innovation project should be organized to develop the Thai reading and writing skills.

The purpose of this qualitative case study was to investigate, through the lens of Adult Learning Theory, the perceived influence of TeleNGAGE on educators' and families' capacity to collaborate in equitable and transformative ways. Findings suggest that educators' and families' capacity for collaborative problem-solving was enhanced through TeleNGAGE. This social learning space, which supported adult preferences and motivations for learning, created a synergy that led to equitable social status, the application of new knowledge, and innovative approaches to problem-solving. These findings provide insight into equitable collaborative initiatives as educators seek to find solutions to complex problems in their schools.

The study delves into the challenges facing the private education sector in Turkey due to the economic crisis triggered by the COVID-19 pandemic. Qualitative research methods, including content analysis, were employed. Data was gathered through semi-structured interviews with seven founders and seven managers from private educational institutions. In Turkey, private schools enroll 1,468,198 students, accounting for 20.2% of all educational institutions, with students representing 8.8% of the total student population. The private education sector employs 174,750 teachers. The COVID-19 pandemic resulted in the complete or partial closure of private schools in Turkey. These schools typically rely on parental contributions to cover costs, but parents faced financial difficulties, leading to crises in the sector. Despite attempts to shift to distance education, parents were dissatisfied. Unpaid fees caused financial turmoil, leading to teacher layoffs and staff reductions. Private schools in Turkey are seeking government support, understanding from parents, tax deductions, and changes in legislation to alleviate the financial burden and navigate the ongoing crisis.

In a groundbreaking journey through the digital education revolution, this paper delves into the transformative world of e-learning, capturing the nuanced perspectives of educators, students, and parents. The study spans a decade of research, identifying the scope, advantages, challenges, and knowledge gaps in e-learning. The scope particularly addresses the digital transformation of learning environments, exploring both far-reaching implications and potential limitations. Methodologically, a comprehensive thematic analysis of existing literature is employed, revealing that e-learning enhances individualized learning experiences but poses challenges in social interaction and technology accessibility. The findings highlight benefits such as flexibility and accessibility, alongside challenges like the digital divide and lack of interpersonal interaction. This paper identifies crucial gaps in research, notably in long term e-learning outcomes and its impact across different demographics. It concludes with recommendations for future research and policy adaptations, emphasizing the need for technological advancements to optimize e-learning in educational settings.

The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.

Play can create a safe environment for children to escape from worries. The global COVID-19 pandemic and stay-at-home orders were stressful events for young children and families. This case study documents children's and parents' play, emotions and coping strategies during the COVID-19 pandemic in Turkey. Five mothers and their young children participated in our study, and we used the Parent Play Preferences Questionnaire (PPPQ), a semi-structured interview, and mother-child tasks for data collection in the Summer of 2020. Findings showed young children's daily activities and play changed, and both mothers and children experienced various emotions. Children were aware of the precautions taken to protect themselves from COVID-19, and they attempted to keep the play characters safe in their play. Children reported missing friends, school, playgrounds and playing with others. Our study highlights the importance of parent-child conversations and play to cope with unexpected events in children's lives and captures children's voices in early childhood education research.

This study investigates online learning provision for students with intellectual disabilities (SWID) that was offered by special educational settings during a coronavirus outbreak in Jordan, from the perspective of their mothers (n = 67). A qualitative phenomenological design was adopted through the use of semi-structured interviews. An inductive theoretical approach was used in the data analysis. Five themes emerged concerning lack of receipt of online learning (OL) suitable for SWID during a coronavirus outbreak; training domains provided to SWID; achieved goals using OL; barriers to use of OL during a coronavirus outbreak; and suggestions for enhancement of OL. Implications of the findings and recommendations are provided.

This exploratory study investigated the disruption to schools ministry caused by the COVID-19 pandemic. Perspectives of church leaders, Christian parents, Christian teachers and organisations involved in schools ministry were consulted using online surveys, interviews and focus groups, to examine how schools ministry could be rebuilt, incorporating reflective practice and hence bringing positive change. The severe impact of extensive school closures and restrictions strongly solidified the move from being largely provision of RE, lunchtime events and collective worship, to much broader methods in response to listening to the needs of the school (both staff and pupils in a secular/mainstream setting). A striking observation was that schools ministry was viewed in many of these case study settings as a peripheral aspect of local church ministry and often devolved to specialist organisations. Arising needs and models of ministry have emphasised the value and effectiveness of relational approaches and listening to the needs of schools and responding accordingly. This reinforces the need for collaborative approaches and long-term development of relationships between church and school. Training needs identified concerned relationship building and vision and strategy development, with many stakeholders perceiving this as the way forward to more effective ministry activity.