With a three-wave longitudinal design, the present study examined the impact of family socioeconomic status (SES) on parental involvement and student engagement in promoting

children’s later academic achievement during the special coronavirus disease 2019 (COVID-19) pandemic in 246 mother-primary school student dyads. The academic achievement of children ages 9 to 13 was measured both before and after school closures.

Family SES, parental involvement, and student engagement were assessed during the school

closures. The results indicated that family SES was positively associated with children’s academic achievement during the pandemic. Parental involvement and student engagement played chain-mediating roles in the effect of family SES on children’s later academic achievement after controlling for gender, age, grade level and prior academic achievement