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As governments mandated organization and school closures due to COVID‐19, working parents involuntarily found themselves trying to balance both work and child educational responsibilities from home while still endeavoring to remain productive at work. As such, we integrate the crisis management literature with boundary theory and the work–home resources model to propose and test a process model to better understand how abrupt shifts to remote work and school closures impact working parents' job performance during a crisis. Using data collected across four time periods beginning at the time when most states had issued “safer at home” orders, we examine a serial mediation model and find, consistent with predictions, that early experiences of boundary violations and job insecurity impact work–family balance self‐efficacy, which in turn drives future job performance by way of its effects on working …