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Socioeconomic and gender inequalities in home learning during the COVID-19 pandemic: examining the roles of the home environment, parent supervision, and educational provisions

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Version 2 2023-06-12, 07:39
Version 1 2023-06-10, 02:04
journal contribution
posted on 2023-06-12, 07:39 authored by Matthew EasterbrookMatthew Easterbrook, Lewis DoyleLewis Doyle, Vladislav Grozev, Natasza Kosakowska-Berezecka, Pete HarrisPete Harris, Karen Phalet
Objective School closures due to the COVID-19 pandemic left millions of pupils to continue their education at home. We investigated gender and socioeconomic inequalities in pupils’ home learning, and some mechanisms underlying those inequalities. Method We analysed online survey responses from 3,167 parents collected between May and July 2020 in the UK, when most schools were closed. Results Boys, pupils who were eligible for free school meals (FSM), pupils from families that were financially struggling, and pupils whose parents had not graduated from university were less engaged and spent less time home learning. Pupils of non-graduate parents found home learning challenging because they were less likely to have someone in their home who could supervise their work. Pupils eligible for FSM and from financially struggling families found home learning challenging because of noise, a lack of space, lack of technology and insufficient internet in their homes. The quality of educational resources schools provided positively predicted engagement and learning for all pupils. Conclusion Pupils from lower socioeconomic status families and boys were less involved with home learning, although for different reasons. We discuss how these findings can inform policy and practice to reduce educational inequalities resulting from school closures.

History

Publication status

  • Published

File Version

  • Published version

Journal

Educational and Developmental Psychologist

ISSN

2059-0776

Publisher

Cambridge University Press

Page range

1-13

Department affiliated with

  • Psychology Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2021-12-21

First Open Access (FOA) Date

2022-02-07

First Compliant Deposit (FCD) Date

2021-12-21

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