Exploring UK parents’ experiences of home-schooling during the COVID-19 Pandemic

The COVID-19 pandemic caused unprecedented disruptions to educational systems worldwide, compelling schools in the United Kingdom to close temporarily and shift learning activities into the home environment. This sudden transition placed significant educational responsibilities on parents, thereby increasing the importance of parental involvement and home-school relationships. This study explores UK parents’ perspectives on home-schooling during the COVID-19 pandemic, with particular emphasis on parental involvement, the challenges associated with supporting children’s learning at home, and the effectiveness of home-school partnerships during the crisis. Drawing upon existing literature and empirical studies, the research examines how parents adapted to their new educational roles while balancing work, family, and emotional responsibilities. The study also highlights the inequalities exposed by the pandemic, particularly differences in access to digital resources, learning support, and educational opportunities among families from varying socioeconomic backgrounds. Evidence from previous studies indicates that while some parents were able to actively support their children’s academic progress, others faced barriers such as limited time, inadequate technological resources, financial pressures, and insufficient guidance from schools. Furthermore, the research evaluates the role of schools in fostering communication and collaboration with parents during periods of remote learning. Findings suggest that strong home-school relationships contributed positively to children’s educational engagement and emotional well-being during lockdowns. However, disparities in parental capacity and institutional support significantly influenced the overall home-schooling experience. The study concludes that parental involvement remains a critical determinant of children’s academic success and that future educational policies should strengthen support systems for families, particularly during emergencies that disrupt traditional schooling.