Communication between pupils, parents and teachers. A research on school during the covid-19 pandemic

Gola, Giancarlo and Spartaco, C. and Castelli, Luciana and Egloff, M. and Negrini, Lucio and Piatti, Alberto and Rocca, Lorena and Wolfgang, S. (2021) Communication between pupils, parents and teachers. A research on school during the covid-19 pandemic. In: Arcidiacono, F., (ed.) Parents and Teachers: Perspectives, Interactions and Relationships. Education in a Competitive and Globalizing World . Nova Science Publishers, Inc., Hauppauge, NY, 11788 USA, pp. 243-264. ISBN 978-1-68507-358-9

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As in many other areas, the COVID-19 pandemic has led to an unprecedented situation, not only because of a breakdown in formal teaching and learning experience, but above all because of the changed teacher-pupil-parent relationship that has inevitably shifted into another space. On the educational level, this unexpected situation has shifted the educational relationship from the school to the home, resulting in a forced delegation to the family in terms of time, methods, and reference figures. Parents have thus found themselves taking on tasks to support their children’s learning, often in parallel with more demanding professional demands, or in any case different from what was previously the case. Teachers were confronted with the need to use forms of distance learning that immediately turned out to be unplanned constraints, managed with the skills they possessed, supported by the institutions. The school directors were called upon to remotely coordinate an emergency with unexpected dynamics, in a difficult attempt to connect multiple information and organizational levels: from the institution’s directives to cantonal and federal requests, to the recommendations of the international community. In this situation, students, the real actors in learning, suddenly found themselves unable to carry out their normal routine in terms of school, home and leisure activities. They were deprived of the social relationships and the contact with the various figures with whom they were in contact before the pandemic, of the closed but also open spaces they hold dear, of their companions and friends. In order to give a voice to the children and young people, and to all those who found themselves having to respond to an emergency in their educational relationship, the research “At school in Ticino during the COVID-19 pandemic” (Switzerland) aimed to explore the experiences, practices, limits and virtuous aspects that characterized the school during this period, in the hope that their careful consideration might serve as a guide for the schools of tomorrow. The balance of communication between school, pupils and families has always been a delicate issue, even before this health emergency, precisely because of the importance it has in forging meaningful links to support effective learning. During the period of distance learning, teachers and families represented a constant and patient source of support to pupils, thanks to the communication they maintained from the beginning and continuously with the means and resources available.

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