Description
Parent involvement and support is critical to all aspects of children’s development, especially in academics and education. This study aimed to examine the roles of mother and father involvement in children’s academics, in response to school-related changes around COVID-19. The study sample contained 15 participants, which included 5 mothers, 5 fathers, and 5 teachers. All parents had at least one child in elementary school and all teachers taught elementary school and transitioned to online learning during the pandemic. This research utilized a concurrent mixed-method study design with qualitative interviews and quantitative questionnaires. The qualitative results included highlighting not only the challenges of the transition to remote teaching and learning, such as uncertainty and sudden major adjustments for both teacher and parents but also adaptive strategies and lessons learned to help promote better child learning. The quantitative findings suggested associations between the qualitative themes and child adjustment outcomes The findings of this study have implications for parents and teachers in terms of identifying things that may help them better support children overall, as well as during challenging periods or transitions.
