Distance Learning during the COVID-19 Pandemic: Level of Stress and Coping Strategies of Parents with School-Age Children

Abstract

School closures due to COVID-19 challenged many parents to organize the learning and teaching of their children at home. This situation may have aggravated existing familial risk situations, whereas in cases of good coping it may also have increased resilience. In a nationwide online survey, parents were asked about their level of stress, coping strategies, and barriers to teaching and learning from home. N = 1,340 parents participated in the survey. They reported experiencing a medium to high level of stress while schools were closed, with mothers reporting a significantly higher stress level than fathers. More functional than dysfunctional strategies were used to cope with stress. They mentioned the barrier "motivation of the child"for distance learning most often, followed by "time management"and "management of school and teachers."The appraisal of school and teachers remained largely unchanged. Because the participating parents were of a high socioeconomic status, the results are not representative. We discuss the results against the background of family and educational policy, e. g., the distribution of care work and the participation of parents in their children's education.