Distance learning in basic and upper secondary schools in the Czech Republic 8/22 Pupils with special educational needs (hereinafter referred to as \\"SEN\\") were used to the support from a teaching assistant; the assistants connected with pupils via computer and provided advice or support. 3.3 Involvement of upper secondary school students In upper secondary schools, the situation varied according to the study programmes. Schools with the majority of pupils studying general track (gymnázium) experienced the least problems in this respect. Three quarters of these schools succeeded in involving all students in online education, having only 4% of pupils without online communication and 0.25% of pupils without any communication. Even in general upper secondary schools, school management provided some pupils with access to online education through school digital technology equipment. The school lent computers to legal representatives if there are more siblings in the family. On the contrary, the biggest problems with the involvement of all pupils in online communication were found in upper secondary schools with a predominance of pupils studying programmes finished with VET certificate. Only one quarter of these schools succeeded in involving all pupils. Online communication could not be established with more than one-fifth of the pupils, and more than 1.5% of the pupils of these schools didn´t participate in distance education at all. According to school principals, the main reason for the high proportion of pupils who did not participate in distance education at all was their low motivation for learning. However, even in this group of schools, some schools managed to motivate and involve pupils from socially disadvantaged backgrounds. Involvement of the school psychologist in cooperation with all pupils for their support and obtaining feedback from them for pedagogical staff through a structured interviews. Often the pupils of these schools were involved in activities which, although not directly related to the education according to the set curriculum, were the activities needed at that time. The school provided protective shields and goggles for medical staff. Pupils in the excluded locality in Most sewed masks for people in need. Some pupils became involved in volunteering, for example by working in the forest. More than half of the upper secondary schools with a predominance of pupils in vocational programmes finished with high school diploma (maturita) successfully involved all pupils in online education. One-eighth of pupils (13%) of these schools failed to engage in online communication and only about 0.8 % of pupils weren´t involved in distance education at all. As in the upper secondary vocational schools mentioned above, the main issue here was the low motivation of pupils for learning. The school sent ICT equipment to pupils from socially disadvantaged families, including the provision of internet connection, to guarantee 100% online learning opportunities. The Figure 1 compares various ways of involving pupils without an online connection in distance learning in basic schools with primary and lower secondary levels and upper secondary schools.