COVID-19, School Closures and Educational Inequities: Exploring Lived Experiences

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

17

COVID-19; Pandemics; School Closing; Equal Education; Distance Education; Electronic Learning; Technology Uses in Education; Student Experience; Secondary School Students; Foreign Countries; Disadvantaged Schools

10.1080/00131881.2024.2302139

0013-1881
1469-5847

Background: Research examining the impact of the COVID-19 pandemic on students' learning indicates that educational inequities have increased. To strengthen the provision of support for students going forward, and contribute to efforts to reduce inequity, there is a need to deepen understanding of how emergency remote teaching (ERT) is experienced by learners. Purpose: This study sought to explore the lived experiences of junior secondary students in China during the COVID-19 pandemic through the lens of three different groups: teachers, students and parents. It aimed to investigate how factors around schools, teachers, parents and students might relate to matters of educational equity. Methods: Participants were eight students with a mean age of 15.5 years, the students' mothers, and ten teachers from different schools across three different provinces in China. They took part in semi-structured interviews in which they discussed their ERT experiences and perspectives. Interview data were analysed using a qualitative, thematic approach. Findings: According to the analysis of participants' perceptions, differences in access to school learning resources, and extent of support and guidance from schools were noteworthy factors in relation to educational equity. In addition to parental support, encouragement and individualised feedback from teachers mattered for students' wellbeing and their studies. Furthermore, students' motivation, self-discipline and capacity for self-regulated learning were considered to influence learning outcomes during ERT. Conclusion: Our study underscores the need to provide additional targeted support to disadvantaged schools and students in times of educational disruption. It also highlights the importance of pedagogical support and guidance for all teachers, parents and students. Such provision might enhance students' capacity for self-regulated learning, and equip teachers and parents with the skills needed to support children's learning and wellbeing in challenging circumstances.

As Provided

2024

EJ1414755