4.1. Communication With Parents/Guardians Before, During, and After Lockdown

In the studied educational establishment, teachers were central to communications between the school and parents/guardians. Before the lockdown, 66 (51%) parents/ guardians mainly communicated with the teacher - circumstances maintained during the lockdown and when schools reopened (Table 2). These results reflect what can be considered “traditional communication” (^{Vuorikari et al., 2020}), that is, the teacher is central to communications between the establishment and parents/guardians. As proof of this finding, a parent/guardian provided the following quote as a reply to an openended question: “everything I need to know is communicated to me by the teacher, and it is with the teacher that I liaise” (parent/guardian, 2021).

Table 2 Main educational establishment interlocutor communicating with parents/guardians 

Throughout the lockdown period, communication between parents/guardians and teachers mostly took place via email and in informal meetings (Table 3, Table 4, and Table 5). This information aligns with the studies conducted by ^{Hoy and Miskel (2008}) and ^{Lück (2006}), in which they affirm that informal communication and dialogue are the most valued forms of communication in educational establishments. Although email was maintained during the lockdown and once schools reopened, the pandemic triggered the use of instant messaging. In practice, informal contact was maintained to some extent, but employing technology.

Table 3 Communication channels before the pandemic 

Table 4 Communication channels during the pandemic 

Table 5 Communication channels once school reopened 

The use of communication channels varied according to the reason for the communication between parents/guardians and teachers (Table 6, Table 7, and Table 8). Before the pandemic, emails were mostly used for questions relating to school operations, events, and homework. As for informal meetings, these were called for various reasons. During the lockdown, email was mainly used for matters relating to events and school operations, and instant messages for matters relating to homework, class and school operations. Even during the lockdown, significant numbers of meetings held via platforms were noted, particularly for matters relating to assessments. When schools reopened, the trend established in the previous period was maintained, though a slight increase in face-to-face meetings was also registered for matters relating to tests. In short, email is the preferred channel for matters considered informative (e.g., school operations and events) and informal channels (e.g., informal meetings and instant messaging) for matters relating to daily life at school, specifically homework and class operations.

Table 6 Reasons for contact between parents/guardians and teachers, divided by communication channel, before lockdown 

Table 7 Reasons for contact between parents/guardians and teachers, according to the communication channel, during lockdown 

Table 8 Reasons for contact between parents/guardians and teachers, according to the communication channel, when schools reopened 

During lockdown, communication practices in educational establishments underwent several transformations due to the transition from face-to-face to distance learning. During this time, teachers and caregivers were forced to adapt and use digital technologies in their daily activities. While the use of technologies in the educational establishment was almost non-existent before the pandemic, it became an essential tool for both work and communication during lockdown. During this time, email, instant messaging, and meetings/classes conducted via digital platforms were the most frequently used forms of communication. As ^{Vuorikari et al. (2020}) mention, the use of digital technologies in this unpredictable, unprecedented situation - the transition from face-to-face to remote teaching - fostered new ways of learning, working, and communicating. In fact, literature on the subject mentions that the COVID-19 pandemic period accelerated the need for the preparation and integration of digital technologies into education (^{Samartinho & Barradas, 2020}).

4.2. Dilemmas and Challenges of Digital Communication

Educational establishments and communication inevitably face challenges in any period of crisis and sudden change, and our case study was no exception. For parents/ guardians, the most significant communication challenges faced (Table 9) related to the difficulties arising from the lack of face-to-face contact. Issues relating to difficulties connecting to the internet, striking a balance between family, school, and work life, and communication are mentioned: “at first, the information was provided via several channels (Microsoft Teams, email, and WhatsApp) and not always homogeneously, which initially caused some confusion”.

Table 9 Negative aspects pointed out by parents/guardians in the use of new communication channels during lockdown 

When asked about the main positive aspects of the communication experienced (Table 10), of the 35 open-ended responses obtained, 18 parents/guardians noted the clarity of communications as a positive aspect, and a further 18 the consistency of communications. Where the consistency of communications is concerned, the main aspects noted were: “how quickly the school adapted to the circumstances”, the “constant communication between the school and families”, the school’s ability to “maintain communication with parents from when students were sent home, notifying parents of the measures taken so that classes could continue, even if remotely”. The “daily availability of communications” and “continuous involvement of families throughout the online classes” played a “fundamental guiding role”. A parent/guardian said the educational establishment became “more present and available, communicating closely with families, despite the distance”. These ideas converge with the study conducted by ^{Brammer and Clark (2020}), according to which this period brought about positive changes, such as bringing people closer together, specifically teachers and parents/guardians, in this case. Where clarity is concerned, it was pointed out that communication was based on “honesty” and “clarity”. Thus, “regular communication, the humility to admit that they did not know the answer to a question when they actually did not know, and stating what drives the school with no shame or fear” were considered important aspects that contributed to “inspiring confidence”.

Table 10 Main positive aspects in terms of communication during lockdown 

4.3. Digital Communication Strategies

From the point of view of the educational establishment, the difficulties faced related to anticipating unknown scenarios and managing all requests. Lockdown “was a challenging, enriching time of great learning” (head teacher of the educational establishment, 2021) that required several modifications, adaptations, reflections, and actions to be taken in the studied educational establishment. The communication practices adopted throughout the lockdown period were seen as “an opportunity to broaden our communication horizons” (communications officer, 2021).

As for educational establishments, the relevant literature is very specific regarding the importance of selecting which information to communicate, establishing timely communications, and being careful of the way different audiences are communicated with in a crisis context (^{Andrade et al., 2020}; ^{Brammer & Clark, 2020}; ^{Marsen, 2020}; ^{Radu et al., 2020}). For this reason, throughout lockdown, “everything was managed very thoughtfully and attentively, with a timely response given to each mother and father ( ... ) potentially controversial or delicate matters, when they should be kept quiet and when they needed to be shared” (communications officer, 2021). This data is consistent with several studies (e.g., ^{Coombs, 2015}; ^{Knight, 2020}; ^{Wong et al., 2021}) that demonstrate the importance of reducing and preventing alarmism in the transmission of messages in a crisis context.

It is also important to convey messages in a way that is true, transparent, and empathetic. Additionally, a clear message should be shared that is responded to, and advice provided when needed (^{Coombs, 2015}; ^{Knight, 2020}; ^{Wong et al., 2021}). Throughout this period, the importance of clear, transparent communication between teachers, students, and parents/guardians was reinforced so that the necessary information was passed on to students in the best possible way:

if I talk to the kids in the morning knowing that they’re going to spend the day with their teachers, it’s important that the teachers understand what I’m saying, as well as for the teachers to know that I cherish, respect, expand upon, stand behind, and support what they’re going to say throughout the day. Reality, telling kids real things. Adjusting the clearest, most transparent item and giving children useful information. (Board member, 2021)

One of the strategies adopted throughout this period was a commitment to regular, effective communication to reduce uncertainties and mistrust. The communications officer uses the period in which schools reopened as an example to explain that:

when schools reopened parents were no longer allowed into the school - a rule we have maintained. As a result, what we communicate has become even more important. When faced with uncertain times, we must ensure that everything is kept as it was before, that classes are being held, students are safe, our mission is being met, and the school-parent relationship continues to be nurtured. It is no longer possible to walk into the school, stop for a chat, make your way to a classroom, or take part in break time; all this generates uncertainty and mistrust that must be managed through regular, effective communication.

As described by a board member of the educational establishment, “there were many zooms, many meetings, even with parents. In the first phase, emails were sent out almost daily to parents, many phone calls”. They also add that “in the beginning, we called a Zoom meeting ( ... ). Morning follow-up meetings were held at seven or in the afternoon, sometimes even including the deputy head teachers of each school, key stage leaders, and the finance director”. However, they believe that during lockdown, the communication strategy consisted of:

trying not to voice too many opinions. The issue was working out how we could continue to educate our students given the circumstances faced and our educational system. We often try to keep our communication to what we consider to be essential, not wasting communication time with irrelevant information. (Board member, 2021)

A document was also created that sought to answer all the questions asked by parents/guardians.

All the questions, FAQ [Frequently Asked Questions], were mapped in a very interactive document that worked as a guide in which parents could seek out answers. A very important objective behind creating this document was to combine and channel all the information into a single physical medium to avoid the dispersal of information. It was very important that we create this document and release it directly to parents. (Communications officer, 2021)

In addition, digital communication and particularly “social networks were of paramount importance” (communications officer, 2021) as communication methods.

However, other forms also came into use during the lockdown period. Instagram, social networks, and communication via images is also very good communication. We didn’t really communicate by these means previously, but it was interesting to communicate via videos and photographs, showing what was being done. This should be improved so as to clearly convey what we intend to communicate. (Board member, 2021)

The communications officer points out that the educational establishment:

started telling daily stories on Instagram. Started a blog to narrate the creative and cultural life of students and teachers. Became more present on social networks by posting class photos, initiatives, challenges, games, and proposals; it began to hold parents’ evenings on Zoom; it began to adopt new teaching practices adapted to Zoom; its teachers became even more creative and open; more “tech-savvy” teachers.

Before the pandemic, the studied establishment was not concerned about having “more online things, a more sophisticated website: they were not our priorities. The new circumstances meant they became precious” (board member, 2021). The communications officer further stated:

deep down, what happened pre-COVID was that the “normal “ channels of communication all related to communication per se. Post-COVID, everything - classes, teacher initiatives, communications to parents, communications to students, information about fees, challenges, games, readings, calendar information - took place via email, on YouTube, Zoom, Instagram, on the blog... we faced a considerable challenge in terms of our people - our workforce - but also a great adventure. All of us - not just me - came out the other side more capable and focused on what is essential. We have gained new tools (blog, improved planning of the task of communication, etc.), and new skills.