Exerpts of an article written by Veronica Baum and Narelle Struth, Education Officers, Student Wellbeing, Catholic Education Melbourne reflecting on the Catholic education response to remote learning and the lessons learned.

The abrupt move to remote learning due to the COVID-19 pandemic has propelled family engagement into the spotlight like no other time in the history of schools. Nurturing active partnerships with families to enrich the wellbeing and educational experience of children is at the heart of all Catholic schools. This is not new work.

Fifty years of research show that when schools and families work together to support student learning and wellbeing, children are more likely to succeed in school (Weiss, Lopez & Caspe 2018). Rarely has there been an opportunity to view the impact so openly. With this in mind, we set out to discover what the family engagement experience has been for students, families and teachers over the past few weeks: what has changed, what is working, and why.

Windows into learning

The context for learning has altered beyond recognition. Across primary and secondary settings, teachers have been connecting with students in new and different ways, and inviting families into the learning conversation.

While there is a strong focus on the technological platforms schools are using to support continuous learning in these conditions, teachers and families are noticing how the relational platform matters so much more. Just as devices enable teachers to ‘see’ into the child’s world of learning, parents too are being enabled to ‘see’ into the world of teaching and to have a deeper understanding of their child as a learner.

Family wellbeing enables learning

‘Authentic human flourishing occurs in communion and connection with others’ (CEM 2018, p. 14). Teachers and parents are expressing the need to focus on family wellbeing as an enabler for learning.

In secondary schools, regular and transparent communication has been particularly critical while the community is physically apart. Understanding that there is no learning without wellbeing, some secondary schools are paying closer attention to the way they communicate with and offer support to families.

Unexpected benefits for learning

We cannot pretend for a minute that the COVID-19 pandemic has not challenged families and schools beyond anything we have known in recent times. Teachers and parents are managing under enormous personal and professional strain, and many students are struggling. But importantly, alongside every story of challenge, stories of hope, resilience and learning are emerging.

Equity, empathy and hope

The commitment of Catholic schools to ensure equity and to respond to the needs of families has not gone unnoticed by families. Schools are reaching out with empathy, often many times over, to ensure every student is safe, able to learn and connected to school. They are personalising responses according to need. Fee relief, help with technology, and negotiated learning plans are examples of practical ways schools are supporting family health and wellbeing.

This has always been the work of Catholic schools, but the imperative to do so has come to the fore at this time. "As families and the community change, the school responds, ever seeking new ways to build and strengthen relationships that support every child to flourish, embracing, respecting and celebrating diversity." (CEM 2020, unpub.).

In this new landscape, a very hopeful horizon is coming into view, one where nurturing relationships in ways learned during this pandemic influence how learning is attended to in partnership with families. The opportunity to examine what we are learning about the positive impacts of strong relationships, communication and learning at home has been invaluable.