Introduction. The COVID-19 pandemic forced the education system to abruptly transition from in-person classes to emergency remote education (ERE). ERE has various negative effects, including low levels of learning and barriers of access to education for vulnerable groups, among which migrant children. Methodology. Qualitative study of an exploratory descriptive nature. Semi-structured interviews were conducted with 26 students aged between 6 and 11 years, and 6 education professionals. The objective was to reconstruct the experience of studying remotely in an emergency (ERE) over the 2020-2021 period, based on the subjective perspectives of students from migrant families and public education professionals. Results. The transition to ERE was complex for students and teachers. Many children had to study in non-optimal conditions, owing to phenomena such as overcrowding and the digital divide. On the other hand, teachers observed that the children often received little support from their families, because of the need to work to survive and also because of the family members’ low educational levels. Moreover, the professionals interviewed showed they provided substantial support to their students, in terms of both pedagogy and accompaniment. Discussion. The school fulfills a pivotal function as a socialisation space for children. Indeed, at school, they learn to interact with other groups with different traditions, customs or beliefs. The learning process in face-to-face settings sheds light on the students’ various realities, and allows teachers to recognise the disorders affecting student learning. As a result of the ERE, student learning levels clearly dropped. The loss was both acute and widespread, thus showing that in-person attendance is irreplaceable as it allows to counteract the effects of a deterioration in the pace of learning. The situation is especially worrying given the important role that school can play in a child’s acquisition of competencies, which in turn determines a large part of life trajectories. Based on the above, teacher and family support is key to strengthen school commitment and to promote students’ permanence in the educational system. Conclusions. The COVID crisis period has been one of the most challenging in the field of Chilean educational policy. Regarding the migrant population, the COVID-19 context merely revealed a reality that had remained hidden. Beyond the pandemic, it is necessary to develop educational policies that emphasize interculturality and to conduct interdisciplinary and network-based initiatives which strengthen the involvement of families in the educational trajectories of their children. Social Work can make a significant contribution in this regard, through interventions and the prevention of educational exclusion as well as possible school dropping out.