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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nParent and Teacher Support of Elementary Students’ Remote Learning During the COVID-19 Pandemic in Germany  \nCatherine Gunzenhauser  \nUniversity of Freiburg  \nLeipzig Research Center for Early Child Development  \nSusanne E. Enke  \nLeipzig University  \nLeipzig Research Center for Early Child Development  \nVerena E. Johann  \nJulia Karbach  \nUniversity of Koblenz–Landau  \nCenter for Research on Individual Development and Adaptive Education of Children at Risk (IDeA),  \nFrankfurt, Germany  \nHenrik Saalbach  \nLeipzig University  \nLeipzig Research Center for Early Child Development  \nThe aim of the present study was to investigate the associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children’s (N = 63) academic skills before the first COVID-19 lockdown in Germany (March–June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students’ reading and mathematics skills after the lockdown. Findings indicated that children’s reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students’academic skills after the lockdown period.  \nKeywords: academic achievement, COVID-19, lockdown, remote schooling, elementary students, parental support, teacher support  \nIn the spring of 2020, many countries decided to close all schools for months in order to stop the spread of the COVID- 19 pandemic. The comprehensive school lockdown presented a unique opportunity to study remote teaching and learning in general populations that have neither selfselected into home schooling nor have been prevented from presence schooling, for instance, for health reasons.  \nThe aim of the present study was to investigate the contributions of parental and teacher support during the lockdown and elementary students’ academic achievement. In particular, we studied the role of German elementary students’ academic skills before the lockdown as predictors of individual  \ndifferences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to the development of students’ mathematics and reading skills. Although the emergency lockdown affected students of all age groups, we focused on elementary students. Elementary students, in a medium position between preschoolers and adolescents, already face the pressure of fulfilling curricular academic standards, but at the same time they are strongly dependent on parents’ and teachers’ guidance and support during their schoolwork due to limited reading abilities, limited self-monitoring skills, as well as limited proficiency and enhanced vulnerability with regard  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-acce","cbCaijOJSQ222Kha","https://ap.wps.com/l/cbCaijOJSQ222Kha","pdf",575149,16,"English","# Parent and Teacher Support of Elementary Students’ Remote Learning During the COVID-19 Pandemic in Germany\n## The School Lockdown in Germany in the Spring of 2020","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To examine associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic.\"},{\"question\":\"How does the study use students’ skills before the lockdown?\",\"answer\":\"It treats children’s reading and mathematics skills before the first lockdown as predictors of differences in parental schoolwork support during the lockdown.\"},{\"question\":\"What do the findings say about parental versus teacher support?\",\"answer\":\"Need-oriented parental support is linked to more favorable arithmetic development across the lockdown, while indicators of teacher support do not explain individual differences after the lockdown.\"}]","Parent and Teacher Support of Elementary Students’ Remote Learning During the COVID-19 Pandemic in Germany - read online free | PDF",1792068769]