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ABSTRACT During the COVID-19 pandemic lockdown, face-to-face schooling could not be performed continuously, and alternative ways of learning had to be organized. Parents had to act as their childrens home schooling tutors while working from home, and schools had to deal with various alternatives to distance education. Since parents are by all means both important school users and partners, their perceptions of schools can be considered a central indicator for assessing school quality. In this respect, during school lockdown, parents school satisfaction may reflect schools ability to adjust and react to fast social changes with almost no time for preparation. Schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.Keywords: COVID-19, modular learning, pandemic, parents, challenges, perspectives

Copyright © 2025 May Rose Quilab Carlon . This is an open access article distributed under the Creative Commons Attribution License.