Parental involvement in children’s learning in India during the COVID-19 pandemic

This study examines parental involvement in children’s education in India during COVID-19 school closures, focusing on forms of support and socio-economic disparities. Using secondary data analysis, it identifies four key roles parents played: providing digital devices, enrolling children in private tuition, offering guided learning support, and liaising with teachers. Many parents purchased smartphones and internet data packs to enable online learning, though access remained unequal, favoring urban, higher-income households. Private tuition served as a significant coping strategy, with enrollment rising across socio-economic groups, though disparities persisted. Parental engagement in children’s learning, such as setting up study spaces and assisting with activities, was more prevalent in households with higher income and education levels. Interaction with teachers also mirrored these socio-economic divides. This research provides critical insights into how socio-economic disparities shaped educational access during the pandemic and highlights the need for targeted policies to address these inequalities and build resilience for future disruptions to schooling.