The learning performance and behavior of school children during the COVID-19 pandemic school closures: from the perspectives of parents and teachers

Abstract

Purpose: To verify the association between caregivers’ and teachers’ perceptions of the changes imposed by social isolation and the impact on students’ learning. Methods: This is an analytical observational and longitudinal study, with the participation of 19 caregivers (family members) of 2nd-grade students from a public financing school and their respective teachers. The caregivers were submitted to interviews by means of the questionnaires: Abilities and Difficulties Questionnaire, Family Environment Resources Inventory and COVID-19 monitoring questionnaire that checks the behavior of schoolchildren and families. The collection took place in two moments by telephone call: the first moment (M1) was started in June 2020, and the second, (M2) in December 2020. The progress reports prepared by the regular teachers were received in January 2021. Results: A negative implication was observed in the change of routine and an impact on the parents’ lives. In parents’ perceptions, significant and negative issues were also present in children’s mental health, such as changes in routine. Teacher evaluation reports showed a similar pattern, with the vast majority of them lacking information about learning performance. Conclusion: This study pointed out the importance of accompanying schoolchildren and families in a period of social withdrawal, in order to guide and intervene together with parents and teachers.