Family and School Relationship during COVID-19 Pandemic: A Systematic Review
Abstract
:1. Introduction
2. Materials and Methods
2.1. Search Strategies
2.2. Inclusion and Exclusion Criteria
2.3. Screening and Selection Process
3. Results
3.1. Family–School Relationships during the Pandemic
Relationship and Number | Authors | Country | Research Objective | Educational Stage | |
---|---|---|---|---|---|
School–family relationship | 1 | Davis et al. (2020) [37] | USA | Parental anxiety | - |
2 | Bokayev et al. (2021) [63] | Pan-Kazakhstan | Parental involvement, satisfaction, and quality of education | - | |
3 | Díez- Gutiérrez and Gajardo-Espinoza (2020) [20] | Spain | Perspective of families and students on education and assessment | - | |
4 | Hortigüela-Alcalá et al. (2020) [62] | Spain | Family–school, family–teacher, and family–student relationships Effects of virtual teaching | Infant primary, secondary, and university | |
5 | Yates et al. (2020) [59] | Australia | Investigate funds dedicated to people with disabilities and their development | - | |
6 | Pozas et al. (2021) [51] | Mexico and Germany | Home-schooling opportunities and challenges | Infant | |
7 | Jæger and Blaabæk (2020) [65] | Denmark | Inequalities in families regarding education | Infant, primary, secondary, and university | |
8 | Güvercin, Kesici and Akbaşlı (2021) [18] | Turkey | Changes, challenges, perceptions, and experiences of teachers and parents during pandemic | Infant, primary, secondary, and higher education | |
9 | Thorell et al. (2021) [54] | United States, Sweden, Spain, Belgium, Netherlands, Germany, Italy | Organization of home education; negative and positive experiences; comparison of families with children with some type of mental illness or difficulty | Nursery/preschool Primary and secondary | |
10 | Weaver and Swank (2020) [12] | America | Parental experiences | Infant primary, and secondary | |
11 | Lau and Lee (2020) [50] | Hong Kong | Parents’ opinion of distance learning Perceptions of difficulties and necessary support Children’s screen usage time | Infant primary | |
12 | Wendel et al. (2020) [55] | Canada | Changes in the child’s and parent’s behaviour | Infant | |
13 | Bonal and González (2020) [64] | Spain (Catalonia) | Learning gap between students of different social origins | Infant primary, and secondary | |
14 | Jones (2020) [13] | USA | Home learning, expectations, adjustments, challenges, and benefits, as well as the concerns of parents and teachers. | Infant primary | |
15 | Dong et al. (2020) [14] | China | Children’s experiences Parents’ beliefs about and attitudes towards learning | Infant primary | |
16 | Sosa (2021) [56] | Spain | Changes in education, socio–digital inequalities, and family participation and accompaniment | Infant, primary, secondary and special needs | |
School–family–student relationship | 17 | Cahapay (2020) [58] | Philippines | Opportunities, changes, and challenges for parents of children with autism | - |
18 | Rojas (2020) [35] | Ecuador | Study of the parent–family relationship | Infant Primary, and secondary | |
19 | Sala (2020) [28] | Spain | Evaluate whether the students were able to follow the work remotely | High school | |
20 | Bubb and Jones (2020) [52] | Norway | Know the point of view of teachers, parents, and students about how teaching has developed during COVID-19 | Infant primary, and secondary | |
21 | Yıldırım (2021) [53] | Turkey | Perceptions of teacher and parents about COVID-19 effect on preschool education, and changes in educative content. | Infant | |
Student–family relationship | 22 | Goldberg et al. (2020) [11] | USA | School–work relationships Stress and parental concerns about the pandemic | Infant, primary, and secondary |
23 | Taubman-Ben-Ari and Ben-Yaakov (2020) [60] | Israel | Parental anxiety, stress, and apprehension | Infant | |
24 | Neece, McIntyre and Fenning (2020) [57] | USA (California and Oregon) | Parental perspectives of the impact on parents with young children with developmental delay or autism spectrum | - | |
25 | Majoko and Dudu (2020) [24] | Zimbabwe | Parent strategies for educating children with ADD Challenges and opportunities to home-schooled children | Primary and secondary | |
26 | Parczewska (2020) [15] | Lublin, Podlaskie Masovian and Greater Poland voivodeships | Parents’ experiences and difficulties | Infant primary | |
School family/ student–family relationship | 27 | Garbe et al. (2020) [27] | USA | Parents’ experiences and difficulties | Infant primary, secondary, and university |
28 | Lee et al. (2021) [61] | USA | Analyse activities that parents carry out with their children, educational activities, and state of well-being | Infant primary |
Family–School Relationships and Students with Disabilities
3.2. Teacher–Student Relationships in Times of Pandemic
3.3. Family–Student Relationships during the Pandemic
4. Discussion
4.1. Family–School Relationships during the Pandemic
4.2. Teacher–Student Relationships in Times of Pandemic
4.3. Family–Student Relationships during the Pandemic
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Database | Boolean Operations | Initial Number | Filters | After Filters | After Criteria | Final |
---|---|---|---|---|---|---|
WoS | COVID-19 | 105,585 | Domain: social sciences; databases: Web of Science core collection; languages: English and Spanish; research areas: education, educational research, social issues, family studies, social work, and sociology. | 19,453 | 79 | 22 |
COVID-19 AND famil * | 2945 | 1523 | ||||
COVID-19 AND educa * AND famil * | 411 | 301 | ||||
COVID-19 AND (paren * or pad *) AND educa * | 149 | 42 | ||||
COVID-19 AND educa * AND (youth OR child * Or adolesc * OR young OR niñ *) | 514 | 95 | ||||
COVID-19 AND school * | 1451 | 442 | ||||
COVID-19 AND school * AND famil * | 310 | 122 | ||||
COVID-19 AND school * AND (youth OR child * Or adolesc * OR young OR niñ *) | 730 | 227 | ||||
COVID-19 and home-schooling | 18 | No filters; all checked. | 18 | |||
SCOPUS | COVID-19 | 92,282 | Search within: article title, abstract, keywords; years: 2020 and 2021; subject area: social sciences and psychology (exclude the rest); language: English and Spanish. | 4473 | 27 | 21 |
COVID-19 AND famil * | 4280 | 957 | ||||
COVID-19 AND educa * AND famil * | 692 | 233 | ||||
COVID-19 AND (paren * or pad *) AND educa * | 258 | 122 | ||||
COVID-19 AND educa * AND (youth OR child * Or adolesc * OR young OR niñ *) | 1332 | 390 | ||||
COVID-19 AND school * | 2638 | 890 | ||||
COVID-19 AND school * AND famil * | 376 | 138 | ||||
COVID-19 AND school * AND (youth OR child * Or adolesc * OR young OR niñ *) | 1098 | 291 | ||||
COVID-19 and home-schooling | 24 | 14 | ||||
Dialnet plus | COVID-19 | 6210 | Filters: social sciences, psychology, and education; languages: Spanish and English | 80 | 9 | 3 |
COVID-19 AND famil * | 265 | 5 | ||||
COVID-19 AND educa * AND famil * | 73 | 5 | ||||
COVID-19 AND (paren * or pad *) AND educa * | 817 | 35 | ||||
COVID-19 AND educa * AND (adolescent* OR child* Or adolesc * OR niñ *) | 38 | 4 | ||||
COVID-19 AND school * or escuel * | 158 | 10 | ||||
COVID-19 AND school * AND famil * | 28 | 3 | ||||
COVID-19 AND school * AND (youth OR child * Or adolesc * OR young OR niñ *) | 3 | 1 | ||||
COVID-19 and home-schooling | 1 | 1 | ||||
Science Direct | COVID-19 | 40,220 | Subject areas: social sciences and psychology | 4521 | 13 | 3 |
COVID-19 AND family | 11,553 | 2013 | ||||
COVID-19 AND education AND family or familia | 4390 | 1172 | ||||
COVID-19 AND parent AND education | 1441 | 546 | ||||
COVID-19 AND education AND adolescent OR child | 468 | 169 | ||||
COVID-19 AND school OR escuela | 31 | 7 | ||||
COVID-19 AND education AND family or familia | 16 | 7 | ||||
COVID-19 and home-schooling | 12 | 4 | ||||
RIC | COVID-19 | 1476 | Audience: parents | 11 | 21 | 4 |
COVID-19 AND family | 227 | Descriptor: distance education | 100 | |||
COVID-19 AND education AND family or familia | 205 | 100 | ||||
COVID-19 AND parent AND education | 148 | 80 | ||||
COVID-19 AND education AND adolescent OR child | 17 | 6 | ||||
COVID-19 AND school OR escuela | 886 | 42 | ||||
COVID-19 AND education AND family or familia | 182 | 94 | ||||
COVID-19 and home-schooling | 9 | 9 |
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Carrión-Martínez, J.J.; Pinel-Martínez, C.; Pérez-Esteban, M.D.; Román-Sánchez, I.M. Family and School Relationship during COVID-19 Pandemic: A Systematic Review. Int. J. Environ. Res. Public Health 2021, 18, 11710. https://doi.org/10.3390/ijerph182111710
Carrión-Martínez JJ, Pinel-Martínez C, Pérez-Esteban MD, Román-Sánchez IM. Family and School Relationship during COVID-19 Pandemic: A Systematic Review. International Journal of Environmental Research and Public Health. 2021; 18(21):11710. https://doi.org/10.3390/ijerph182111710
Chicago/Turabian StyleCarrión-Martínez, José Juan, Cristina Pinel-Martínez, María Dolores Pérez-Esteban, and Isabel María Román-Sánchez. 2021. "Family and School Relationship during COVID-19 Pandemic: A Systematic Review" International Journal of Environmental Research and Public Health 18, no. 21: 11710. https://doi.org/10.3390/ijerph182111710
APA StyleCarrión-Martínez, J. J., Pinel-Martínez, C., Pérez-Esteban, M. D., & Román-Sánchez, I. M. (2021). Family and School Relationship during COVID-19 Pandemic: A Systematic Review. International Journal of Environmental Research and Public Health, 18(21), 11710. https://doi.org/10.3390/ijerph182111710