Gestion des relations familles immigrantes-écoles-communautés en temps de pandémie de COVID-19 : une analyse de documents

In the pre-pandemic period, school headmasters were responsible for ensuring the academic and social integration of immigrant students by promoting innovation, relations within the educational team and school-family-community relations (MELS, 2008 ; MÉES, 2019). However, the pandemic and the massive use of Information and Communication Technologies (ICT) has led to a deterioration in these relations, resulting in performance-related health problems and unforeseen changes (OECD, 2020). The initial question in this article is: how have school headmasters managed the school-family-community relations embedded in the activity of accompanying immigrant students fostered by the use of ICT in a context of unplanned change? A systematic literature review identified 43 empirical studies. Their grounded theory analyses led to the modelling of problems and their theorisation. This systematic review confirms the importance of school-family-community relations and their management for the academic and educational success of immigrant students during a pandemic. The underlying problems of relationship management include problems of educational quality; divergence of viewpoints in terms of performance; development of psychosocial risks at work linked to these divergences and to social inequalities (digital inequalities, gender inequalities in children's education within the family, housing inequality).