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The fear of the coronavirus is stronger than the fear of losing the learnings of the year. This is confirmed by a survey carried out by Ipsos and Educación 2020, which measured the perception of 5,660 parents, teachers, schoolchildren and managers about an eventual return to classes.
The schools were closed 169 days ago and currently only 31 establishments are operating. However, the proxies do not want to return. The survey shows that 85% of them prefer to maintain remote education the rest of the year, regardless of the contagion figures, and 81% say they would not send their children to school until there is a vaccination.
On the opposite side, 16% of parents say they do want face-to-face classes to return as soon as possible and 13% affirm that they would send their children if the school takes care measures. However, only 8% say they would send their children for the sole determination of the Government.
Among schoolchildren, the view is more optimistic: 54% disagree with missing the school year. Also, 25% say they have learned a lot or a lot at home. In contrast, 20% say they have not learned anything, 22% say they only learned a little, and 34% say they learned something.
For 57% of the students consulted, the pandemic situation makes it very difficult for them to concentrate on their studies, but a part has a positive view of their achievements: 49% say they have autonomy to learn, 28% say that they have incorporated learning that they would not have in the classroom and, even, 19% affirm that they have learned more than before .
Beyond the advances at home, the reopening of class generates a transversal fear in the communities: for parents, going back to class causes fear (77%), stress (45%) and anger (17%). For schoolchildren, it generates fear (37%), motivation (31%) and stress (29%).
Among the teachers, returning to the classroom causes fear (64%), stress (37%) and motivation (27%). And for management teams, opening schools scares them (56%), stresses them (45%) and motivates them (27%).
While 47% of guardians say their children are learning enough, 37% say that this has been a lost year, and the majority say that they spend between one and two hours a day accompanying their children on their homework.
For management teams, The main concerns before a return to face-to-face classes are the reorganization of spaces, avoid contagion, coordinate face-to-face with virtual, and have the resources to address educational challenges after the pandemic.
Also, while 65% of management teams say they have managed to do almost everything, between classes and meetings, 20% say they have done some things digital, 11% say they were able to deploy everything remotely, and 4% say they were unable to do anything digital.
The Executive Director of Education 2020, Alejandra Arratia, says that “the data reflects that between young people there are also positive emotions when thinking about going back to school, and in the context in which we are, where the discussion is sometimes approached in a dichotomous way and without nuances, it is essential to consider his voice ”.
“This allows us to highlight the role of the school as a space for meeting and training, beyond the academic, and the need to safeguard the participation of all stakeholders in this conversation, ensuring the minimum conditions, facilitating dialogue and establishing the necessary trust for this return to face-to-face classes ”, he adds.
AND Alejandra Ojeda, Manager of Public Affairs of Ipsos Chile, adds that “those who have their daily lives in the classroom, students, managers, teachers and education professionals, also show positive emotions about returning to classes. It is the attorneys-in-fact who are most stressed by the possible risks and the uncertainties that will arise in this operation ”.
Paulina Araneda, director of Grupo Educativo, It also rescues the interest of schoolchildren to reconnect with their peers, the support that their families have given them and the work that teachers do not to lose contact.
“Where is the school? and the answer is that the school is outside the school, because it is a community, it is much more than a building. That is at stake. We must build a hybrid space, in which we flow between face-to-face and non-face-to-face, which is not just connectivity ”, he says.
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