Discrepant findings on the impact of parental migration on left-behind children's (LBC) psychological health have been noted in the literature. While several studies have shown the negative effects of parental migration, burgeoning research has demonstrated contradictory findings. The present study aimed to clarify this issue by examining the association between family resources and mental health as mediated by personal psychological resources (PPRs). A sample comprised of 466 LBC (aged 11-17 years) answered a set of questionnaires assessing parent-child relationship, PPRs, and mental health symptoms. The results showed that PPRs, particularly emotional resources, significantly mediated the link between family resources and mental health. This suggests that LBC who have rich family resources (i.e., close parent-child relationship) have lower mental health problems due to higher emotional resources (i.e., satisfaction in life). Conversely, those who reported having poor family resources experienced a lower level of PPRs (i.e., emotional well-being), which in turn, increased their risk of having psychological distress. The "caravanning" of resources from family to personal resources is vital in protecting LBC's mental health.

The effects of parental migration on the well‐being of left‐behind children (LBC) are varied. Several studies demonstrated that parental migration reduces children's psychological health but other research showed contradictory results. This study sought to clarify this issue by examining the mediating role of psychological distress and the moderating role of parental migration status in the association between the parent–child relationship and children's psychological distress. A total of 743 LBC and 688 non‐LBC self‐reported their parent–child relationship, psychological distress, and well‐being. Findings showed that psychological distress mediated the association between parent–child relationship and children's well‐being. This denotes that greater parent–child relationship results into lowered levels of psychological distress, and in turn, increases children's emotional, psychological, and social well‐being. Moreover, the link between parent–child relationship and psychological distress was found to be contingent to parental migration status. Specifically, the negative association between parent–child relationship and psychological distress was especially strong among LBC in contrast to non‐ LBC. This implies that children with higher quality relationships with their parents tend to exhibit decreased severity of psychological distress symptoms, especially in children whose parents are working overseas. These results underscore the dynamic role of parent–child relationship in the well‐being of LBC, and suggest ways to develop intervention programs that include cultivating skills in managing psychological distress and improving the emotional, psychological, and social well‐being of LBC.

The current pandemic has drastically changed the academic landscape, causing distressing experiences among students and teachers. While there are increasing studies demonstrating the psychological experiences of students during the pandemic, only a few have examined the mental health conditions of university teachers. The present study sought to address this gap by investigating the prevalence of psychological distress and common mental health disorders and their pandemic‐related risk factors among Filipino university teachers. A total of 1110 university teachers self‐reported their psychological distress, generalized anxiety, and major depression symptoms through an online assessment. Findings of the study revealed the overall prevalence of psychological distress at 55.6%, and anxiety and depression were 17.0% and 28.4%, respectively. Younger teachers (i.e., aged ≤31 years old) and those who have less than a year of teaching experience are more likely to reach the cut‐off scores for all outcomes. Further, teachers who have experienced pandemic‐related adversities are highly vulnerable to psychological distress, generalized anxiety, and depression. These results offer important implications for creating psychosocial interventions that will help teachers manage their distresses amid the pandemic situation.

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