The role of family and school during lockdown: Notable differences regarding children's satisfaction with their support

Abstract

Studying the support received from key agents in children's lives, family and school, from the point of view of the children themselves, will allow us to be better prepared to guide them in a post‐pandemic scenario. The main objective is to study the perceptions and evaluations of students between the ages of 9 and 17 regarding the guidance and support they received during the pandemic, and more specifically the help they received from their family and school. With a quantitative design, a questionnaire was administered to a sample of 1216 children (M = 14.3; SD = 2.468), from five geographical areas in Catalonia, Spain. Two multiple regression models were built with a good fit (p < .001) and explanatory capacity (adjR2 = 0.42 and adjR2 = 0.45). One of the outstanding results is the huge difference between the children's satisfaction with the help received from their family (very high) and from school (very low). In addition, children who identify as non‐binary as well as secondary school students show much lower average levels of satisfaction with the support they receive. The ultimate purpose of this article is to make proposals to strengthen personalization and support from the perspective of community socio‐educational resilience.