Leading Out-of-School Instruction to Support Immigrant and Migrant Families

• In Event: Leading in a Time of Crisis

Abstract

Context and Purpose: There is an agreement across numerous studies that parental involvement benefits children’s learning and school success (Cox-Peterson, 2011; Epstein, 2010; Izzo et al., 1999). Studies have also shown that the extent to which families are involved in the education of their children can contribute to improving the education outcomes of all students, including immigrants and refugees (Grant & Ray, 2019, Okoko, 2019). The importance of parental involvement in education became more evident during the COVID 19 pandemic when learning moved from schools to homes (Donato, 2020; Lee et al., 2021).
Online instruction was the option for all students after public schools in saskatoon closed for in- person learning in spring of 2020, due to the COVID 19 pandemic. The goal of this supplemental learning period was to continue to provide curriculum-based learning at home and help students prepare to return to school (Saskatoon Public School Division, 2020). Parental involvement was going to be key of the success of the supplemental learning (Saskatoon Public School Division, 2021; Regina Public School Division, 2020; Author 2019; Epstein, 2010). This presentation is based on two studies whose aim was to (a) examine the experience of school principals and culturally and linguistically diverse newcomer families, with the out of school learning during COVID 19 and (b) establish how they (Principals & Newcomer families) can be supported during at-home learning to ensure student success.
Methods: Both studies used qualitative research methods or more specifically the phenomenological approach to inquire into the experiences of 11 families and 6 principals (Moustakas, 1994, van Mannen, 2014; 2016). A brief questionnaire was used to gather demographic data from the followed by interviews and focus group discussions.
Findings and conclusions: Both families and school principals spoke of positive experiences and the challenges they faced while supporting their children with the online teaching and learning. They appreciated the guidance, logistics and supports that were put in place to ensure that children were able to learn from home. Families spoke highly of the relationships with the teachers, the access to technology (laptops and WIFI hotspots) provided by some school leaders, and the relief from challenges associated with the daily commute to school. The challenges they mentioned included instructional issues related to fast pace of online instruction, loss of student voice and engagement, limited variation in teaching activities and fewer supports (e.g. Education Assistants and volunteers). Lack of resources for printing and stationery, distractions within the homes (e.g., younger siblings, parents working from home, and other responsibilities), and the shift in family relationships caused by the added role of managing learning, were also highlighted as challenges. One unique challenge was the concern over loss or delays in the opportunity for parents to continuing to learn English, which enhanced inability to support their children with learning. It was also reported to reduce the chances of parents getting employment and provide basic needs for their families.

Author

• Janet Mola Okoko, University of Saskatchewan