Home-schooling during the lockdown in England

Keywords: home-schooling, lockdown, education, England, Corona-19


Since the start of the pandemic, schools around the world have closed their doors to children to prevent the spread of the Coronavirus. This meant that many parents were forced to start home schooling their children which requiring significant efforts, knowledge, and the right equipment. Home schooling, or ‘Elective Home Education’, requires parents to ensure that their child receives efficient full-time education appropriate to his-her age and ability (Department for Education, 2019). Home schooling has become the new ‘norm’ during the first and third lockdowns in England. This paper reports on relevant policy analysis, empirical research/literature review and findings from semi-structured interviews with parents who home schooled their primary school aged children. Findings indicate that the habitus of familial environment and the social position of field are significant determinants of education outcomes, in which the cultural and material deprivation have played a part. This paper highlights that home schooling has brought inequalities in educational experience into sharp focus and has shown the importance of embodied preferences and cultural goods in the drive to improve outcomes across the country. Had cultural approaches not been so different, the experiences of children from the North and the South, and from richer and poorer families, would not have been so different. Findings also shows how financial privilege does not provide an escape from stress and how parents’ well-being, regardless of their economic background, has been affected by home- schooling.

Author Biographies

Eva Mikuska, University of Chichester, England

Eva MIKUSKA, works at the University of Chichester as a Senior Lecturer and Programme Leader; she gained MA LTHE in 2012 and EdD in 2021, and became a SFHEA in 2021. Eva has joined the University of Chichester in 2010, Institute of Education, Social and Life Sciences department. Her research interest focuses on exploring the role of emotion in professional practices in addition to examining the gender discourses in the Early Childhood Education Care field. She is a trustee for TACTYC, and member for ECSDN and SEFDEY network.

Tehmina Khan, University of Surrey, England

Tehmina KHAN, qualified as a solicitor (lawyer) in 2000. She entered the world of academia in 2004. Tehmina worked as a senior law lecturer for over 17 years, she was awarded PgCert in 2005, followed by LL.M in 2011, and EdD in 2019. She now works at the University of Surrey, School of Law as a teaching fellow. Her research interests include gender and race inequalities, forced marriage, teachers’ identities, generally addressing teaching and learning practices in education and responses to government policy in these areas.

Andre Kurowski, University of Chichester, England

Andre KUROWSKI received his PhD from University of Chichester in 2020. He is a Senior Lecture at the University of Chichester, teaching various modules on childhood and criminology programmes and worked with young people for nearly twenty years in various capacities. Andre’s primary interests and research is in the sociological, psychological and educational management areas.

How to Cite
Mikuska, E., Khan, T., & Kurowski, A. (2021). Home-schooling during the lockdown in England . Journal of Applied Technical and Educational Sciences, 11(3), 1-18, ArtNo: 280. https://doi.org/10.24368/jates.v11i3.280
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