Are our children engaged with school in the era of COVID-19?

Abstract

During 2020 the health situation linked to the COVID-19 has led to the suspension of face-to-face classes in almost all of the Argentine territory. Different distance-learning resources were developed to replace traditional classes. The aim of this study was to assess the school engagement (SE) of Argentinian children and adolescents aged 3 to 18 in the distance schooling context due to the COVID-19 pandemic, and to analyze its variability based on socioeconomic status, gender, educational level and movement restriction measures. Caregivers of 1205 children and adolescents (47,5% females, 51,8% males, 0,7% trans/non-binary) answered an online survey between June 5 and June 28, 2020. The survey included an SE questionnaire which was adapted to the virtual schooling context and showed adequate psychometric properties. The results showed higher values of behavioral SE in comparison to emotional SE, and differences according to the variables measured. Less general SE in students attending second cycle of primary school (9 to 12 years), higher behavioral SE in secondary school students, and higher emotional SE in preschool children was found. Girls and students of the upper-middle and upper classes who attend private schools reported higher levels of SE in both dimensions. Also, lower SE was found in students under isolation measures, comparing to those under distancing measures. The contribution of the results for the analysis of the current situation is discussed, and the importance of school engagement as a central variable to assess the effectiveness of the educational practices in a pandemic context is highlighted.