The COVID‐19 pandemic presents unforeseen challenges to families. This mixed‐methods study aimed to address how 89 adoptive parents (lesbian, gay, heterosexual) with school‐age children are navigating a major public health crisis with social, economic, and mental health consequences. Specifically of interest were adoptive parents' worries and concerns; work–family arrangements; and mental, physical, and relational health, in the context of the pandemic and associated quarantine. Findings revealed that 70% of participants had changed work situations, with most newly working from home just as their children initiated remote homeschooling. The division of labor was rarely a source of stress, although the parent who was more involved in homeschooling sometimes experienced resentment. Concerns related to the pandemic included worries about health and children's emotional well‐being and global concerns such as the national economy. Almost half reported declines in mental health (e.g., due to the stress of working and homeschooling), with lesbians being significantly more likely than others to report declines. Declines in physical health were rarer (less than 20%), with more than a quarter reporting improvements (e.g., due to increased exercise). Few reported declines in relationship quality, although almost a quarter reported declines in intimacy. Findings have implications for family and health professionals.

Objective This mixed‐methods exploratory study sought to address the experiences of 89 adoptive parents (heterosexual, lesbian, and gay) in the United States with school‐age children in relation to the transition to remote schooling and their children's mental health during the early part of the COVID‐19 pandemic. Background The transition to remote schooling and associated confinement during the COVID‐19 pandemic presents challenges for families, particularly when children are struggling with mental health and learning challenges. Methods Data were collected via an online survey between May and June 2020. Before the pandemic, almost half of the children received special education services. Results Findings revealed that although a minority of children were doing well with remote schooling, the majority were struggling due to lack of motivation and an inability to work independently. Some parents voiced challenges with teacher communication and inconsistencies across classes and were overwhelmed by the demands of their new role as proctor/teacher. Some were dissatisfied with how children's school services had been implemented and noted difficulties with the online format of various services (e.g., therapy was less engaging). Regarding children's mental health, half of parents said it had stayed the same, one third said it had worsened, and the remainder said it had improved. The mental health of children adopted via foster care seemed to have benefited from the additional time spent at home. Yet most children were described as struggling in part due to social isolation and loss of routine, which manifested in a variety of ways, including anxiety, schoolwork avoidance, and boundary testing. Most parents tried to show patience, tolerance, and reassurance, but more than one third reported stress and frustration associated with not knowing how to best support their children. Conclusion The transition to remote schooling during COVID‐19 may be especially challenging for adoptive families and other families whose children have higher levels of need. Implications Findings have implications for parents, teachers, school social workers and psychologists, and other professionals who work with children and families.

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This study explores White middle-class adoptive parents' experiences with parenting Black children (M age = 12.3), attending to how intersections of children's race, gender, and developmental stage informed and nuanced parents' approach to racial socialization. Background: Scholarly debate regarding the adoption of Black children by White parents centers on parents' ability to facilitate positive racial identity development. Limited work has explored how White parents' approach to racial socialization is shaped by Black children's gender and developmental stage, particularly as children grow older and encounter intensified racialized stereotypes.Method: Twenty-five White parents (11 lesbian mothers, seven gay fathers, seven heterosexual mothers) were selected from a larger sample of 128 adoptive families because they adopted Black (including biracial/multiracial) children, and were interviewed as their children entered adolescence. Thematic analysis was used to analyze the qualitative data. Results: A typology emerged that captured parents' racial awareness and racial socialization approach: Minimizing and Reluctant, Worried and Fumbling, Aware but Cautious, and Reflexive and Purposeful. Additional cross-cutting themes centered on the role of the sociopolitical climate, gender, and developmental stage in racial socialization. Conclusion: Contemporary adoptive parents of Black children are often constrained by their own White racial frame, but some parents, especially those who are younger or have monoracial children, are able to translate awareness of the complexities involved in raising adopted Black children into meaningful action and understanding.