Lockdown Home-school Motivation: Exploring and Documenting Children’s Experiences and Voices in Response to the Educational Disruption Caused by COVID-19.

Abstract

This thesis explores children's voices in response to their home learning during COVID-19. The research focused on what factors affected children’s motivation to engage in learning during this challenging time. A qualitative, child-centred approach was adopted, and semi-structured interviews were utilised to capture data to illuminate children’s everyday experiences. The research took a holistic approach to motivation, exploring children’s home environments, the support they received, and the technology they had access to. The analysis explored how children exercised agency while exploring how inequalities affected their everyday experiences. To guide the research, two key questions were addressed: what elements of the home-school educational experience impacted the children’s motivation to engage in the education they received, and what can we learn from these unique home-schooling insights in children’s motivation to inform future educational experiences? The findings revealed that children struggled with the disruption of their usual routines and the challenges of social isolation. Children’s experiences varied greatly, often affected by systemic inequalities, creating different everyday experiences from one child to another. The findings also illuminated the creativity and resilience children showed when adapting to both their environments and their learning strategies to enhance their motivation. The research contributes to original knowledge by exposing how the children exercised agency away from the usual institutional gaze and offering insights into how they would increase motivation if they had more control over their learning. Insights were gained in regard to the important role that pets and comfort toys played in supporting children through difficult emotions, challenges and social isolation. The research adds to the literature highlighting the importance of creating equitable policies and practices informed by children’s voices. It offers various recommendations for future practice, such as flexible learning schedules and ensuring that individual children, rather than families, have access to appropriate technology.

Date of Award	2025
Original language	English
Awarding Institution	Edge Hill University
Supervisor	Tom Cockburn (Director of Studies) & SALLY HESTER (Supervisor)