How Families Handled Emergency Remote Schooling during the COVID-19 Lockdown in Spring 2020: Summary of Key Findings from Families with Children in 11 European Countries. JRC Science for Policy Report

This research gives the first look into families' digital lives and remote schooling activities across 11 European countries during the COVID-19 lockdown in spring 2020. It focused on children at the end of primary education and in secondary education (10-18 years old) and their parents in 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that on average, children across all participating countries reported spending about half of their online time on digital learning activities. Moreover, almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with digital communication and digital learning platforms. The findings, however, also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. Whereas 75% or more of the children in Italy, Norway, Portugal and Romania said to have daily online interactions with their teachers during the COVID-19 lockdown in spring 2020, this number was between 50-75% in France, Ireland, Spain and Switzerland, and between 34-41% in Germany, Austria and Slovenia. Worryingly, some children reported very infrequent contacts with teachers with no access to online activities, the amount varies from 11% in Ireland to less than 1% in Italy. Overall, the lockdown during COVID-19 has shown that the readiness of schools and families to support remote instruction through digital technologies was uneven. How learners perceived online learning activities and teacher contacts can be, to a certain extent, indicative of teaching arrangements put in place by national and regional school authorities. As such, it cannot be used as a proxy for the quality of learning that took place during the classroom closure, mainly because there are various factors that influence learning, which during the COVID-19 lockdown varied substantially starting from accessibility and availability of parental support and devices at homes to the instructional practices and teacher competences. It is also rather normal that practices vary from a school or a country to another within certain parameters. However, it is also the job of the education system and society to guarantee equitable access to educatio