Distance learning in basic and upper secondary schools in the Czech Republic 7/22 The school prints worksheets for those primary level pupils who need it. Materials are delivered to pupils together with personal messages via a mailbox in a local store (the transfer also works the other way round). The printed tasks are thrown into the mailbox for all pupils every Monday (the school has only 26 pupils, the tasks are delivered by the teachers), the completed tasks are returned to the school box (usually delivered by parents). The school has set up a “bookbox” to store all the materials for students so that parents do not have to print documents at home. It also provides educational materials for pre-schoolers, who can join voluntarily as well. Parents of pupils who do not have access to a printer can, in agreement with the school principal and the mayors of the municipalities for which the school is a catchment school (six municipalities), use printers at the municipal offices. Basic schools with primary level which failed to involve some pupils often stated problems in communication with legal representatives as a reason. 3.2 Involvement of pupils in “complete” basic schools (with both primary and lower secondary level) The share of “complete” basic schools which managed to involve all pupils was less than a half (21%) compared to “incomplete” basic schools. About 16% of the pupils of these schools weren´t involved in online communication with their school, but they were involved in distance learning in other ways. The main reason why the pupils of these schools were not involved in online education was lack of ICT equipment or internet connection. Based on the principals´ responses it could be estimated that the total share of uninvolved pupils in complete basic schools was about 0.7%. The motivation of pupils or their social background had more significant impact on the involvement of pupils in education at complete basic schools compared to incomplete basic schools, and, similarly to incomplete basic schools, there were also problems with communication with parents or guardians. Lower interest was found among 9th grade pupils who were either preparing for entrance exams on their own or who had applied for secondary vocational schools and were not preparing for entrance exams. School management tried to promote approaches that motivate pupils' involvement in education. The school places particular emphasis on meeting the social needs of pupils, the goal is not to lose contact, motivate them for learning, and help their family to manage the unusual period as smoothly as possible. Therefore, the school has rapidly resorted to using of ICT for mutual group communication and the pupils themselves decide whether they join the school work or not. As at incomplete basic schools, complete basic schools involved teaching assistants and cooperated with non-profit socially-oriented organizations. The school managed to establish contact with non-communicating parents from socially disadvantaged areas thanks to the involvement of the non-profit organization Český Západ. It also ensures the delivery of the tasks to these families in paper form once a week.