Maternal perspectives on COVID-19 kindergarten learning impacts: a qualitative study of families with low income.

Abstract

In this paper, we aim to understand maternal perspectives on: (1) COVID-19 pandemic learning impacts for kindergartners from low-income households; and (2) Factors that mitigated or exacerbated impacts on learning. We conducted a qualitative study with 22 mothers of low-income households in the United States who had kindergarten-age children. Through in-depth, semi-structured interviews, mothers reflected on their experiences during the 2020-21 school year. We used an iterative approach for developing and revising codes and themes emerging from the transcribed interview data until we reached thematic saturation. Many mothers noted negative learning impacts, but some noted positive impacts that they attributed to active parental engagement in their child's learning. Mothers described several family-level and school-level supports and barriers to their child's learning. Fewer mothers described supports and barriers pertaining to their social circle or their larger community. The most commonly reported supports included: economic and social supports that allowed the time and financial means to engage actively in their child's learning, mental health supports to strengthen family functioning, and regular, timely, and open home-school communication.