Academic difficulties after remote learning in primary school students during pandemic: perceptions of teachers and parents

Abstract

The beginning of primary education represents a fundamental stage in students' cognitive, socioemotional, and academic development. However, the COVID-19 pandemic forced many children to begin their schooling through remote learning under emergency conditions and without adequate preparation by educational systems, teachers, or families. This study aimed to analyze teachers' and parents' perceptions of the academic and socio-emotional difficulties that persist after the period of remote emergency learning among sixth-grade primary school students who began their schooling virtually during the pandemic. A qualitative descriptive approach was adopted through semi-structured interviews with five teachers and ten parents, complemented by the analysis of the results of the Diagnostic Assessment of Learning for Basic Education Students. The findings show that, from the participants' perspectives, persistent difficulties remain in reading comprehension, mathematical reasoning, study habits, and socio-emotional development, associated with limited internet connectivity, unequal family support, and the challenges of emergency remote teaching. It is concluded that learning recovery requires contextualized and sustained pedagogical strategies, supported by active family involvement, to address the academic and socio-emotional needs identified in the students.