Associations of parenting daily hassles with parents’ mental health during the COVID-19 school closure

Li, Shifeng; Xu, Qi; Xie, Jun; Wang, Lei; Li, Huining; Li, Ma; Xia, Ruixue

doi:10.1016/j.socscimed.2022.115301

Cited by 13 publications

(17 citation statements)

References 75 publications

(117 reference statements)

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“…Estes achados corroboram com estudos demonstrando uma piora na saúde mental de pais diante da pandemia [118], bem como a influência destes desfechos na saúde mental e desempenho acadêmico dos filhos [119]. Por fim, professores também relataram piores desfechos de saúde mental com índices de burnout e estresse relacionados a mudança de trabalho.…”

Section: Discussionunclassified

Impactos desenvolvimentais de saúde mental e aprendizagem em crianças, adolescentes, pais e professores pós-fechamento das escolas: uma revisão sistemática

Fonseca

Guinle

Fiorioli

et al. 2022

Debates em Psiquiatria

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Introdução: O fechamento das escolas devido às restrições da pandemia da COVID-19 acarretou impactos individuais e sociais cada vez mais relatados. Alunos, pais e professores tiveram consequências associadas ao distanciamento escolar predominantemente negativas, com alguns desfechos positivos, mas ainda não sistematicamente mapeados. Objetivo: Promover uma caracterização dos impactos do fechamento das escolas na aprendizagem, nos desenvolvimentos cognitivo e socioemocional e na saúde mental de crianças, pais e professores, por meio de uma revisão sistemática. Métodos: Buscaram-se abstracts nas bases de dados PubMed, Scopus e PsycINFO com a sintaxe dos construtos “estudantes, pais ou professores”, “desenvolvimento cognitivo, socioecioemocional, saúde mental ou desempenho escolar”, e “COVID-19 e fechamento das escolas” entre 2021 e 2022. Resultados: De 622 estudos iniciais, 86 artigos foram incluídos pós-concordância de 100% entre três juízes. Como principais desfechos relacionados ao fechamento das escolas, crianças e adolescentes demonstraram maiores níveis de ansiedade, hiperatividade e desatenção, prejuízos na cognição geral, desenvolvimento motor e quedas significativas de prontidão e de desempenho escolar. Pais apresentaram um aumento em níveis de depressão, ideação suicida, ansiedade e estresse, enquanto professores relataram maiores índices de estresse e burnout. Conclusão: Estes achados apontam a necessidade da elaboração de ações privadas e de políticas públicas em prol da redução dos prejuízos decorrentes do fechamento prolongado das escolas. A principal diretriz norteadora de futuras decisões emergenciais é que as escolas sejam as últimas a fecharem e as primeiras a reabrirem, como uma ação neuro e psicoprotetora.

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Section: Discussionunclassified

Impactos desenvolvimentais de saúde mental e aprendizagem em crianças, adolescentes, pais e professores pós-fechamento das escolas: uma revisão sistemática

Fonseca

Guinle

Fiorioli

et al. 2022

Debates em Psiquiatria

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“…Bringing the school into the home context meant that the Covid-19 pandemic reinforced the need for schools and families to create close relationships in order to support distance learning (Pattnaik and Jalongo, 2021) as well as to minimize the negative implications for the mental health of parents in general (Cabral, 2019;Bıkmazer et al, 2020;Brown et al, 2020;Calvano et al, 2021;Davis et al, 2021;Lateef et al, 2021;Li et al, 2022), and mothers in particular (Niels et al, 2022).…”

Section: Parents As Proxy Educators During School Closures Due To The...mentioning

confidence: 99%

“…As an example, those with a less positive perspective of ERTL include mothers (Daniela et al, 2021;Heers and Lipps, 2022) of multiple children (Khaled et al, 2022;Li et al, 2022;Niels et al, 2022) working from home, caring for their children from home and parenting young children (Misirli and Ergulec, 2021;Heers and Lipps, 2022;Khaled et al, 2022;Li et al, 2022;Niels et al, 2022). On this matter, a study by Aladsani et al (2022) in the Saudi Arabian context involving parents of K-12 children (kindergarten to 12 th grade) reveals that parents, particularly mothers, were more stressed by distance learning because they lost any free time they had.…”

Section: Parents As Proxy Educators During School Closures Due To The...mentioning

confidence: 99%

“…Despite being mostly resilient and able o find positive aspects in the process, these parents were tired and sometimes angry. This was an overburdened group of parents, and the consequences of this stressful situation, with few outlets, could have implications for mental health (Bıkmazer et al, 2020;Brown et al, 2020;Calvano et al, 2021;Davis et al, 2021;Lateef et al, 2021;Li et al, 2022) and well-being (Heers and Lipps, 2022).…”

Section: Family Contextmentioning

confidence: 99%

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Educators by proxy: Emergency remote teaching and learning in the voice of parents

et al. 2023

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IntroductionThe COVID-19 pandemic led educational systems worldwide to transpose activities planned for face-to-face education to mediated contexts - through what is known as Emergency Remote Teaching and Learning (ERTL). This posed unprecedented challenges to schools, teachers, families, and students. In this context, it was relevant to describe and understand how parents perceived this process, including what challenges to themselves and their children they faced and what advantages they acknowledged in the process. The present study focuses on Portuguese parents’ views on this process.MethodsData were gathered in April and May 2020 through an online questionnaire answered by 184 parents of preschool, basic, and secondary education students (ages 3–18). The present paper presents data from open questions analyzed by deductive and inductive content analysis using MaxQDA.Results and discussionResults evidence three overarching themes: equity, parental labor, and the meaning of school. Parents reveal substantial difficulties juggling the role of proxy educator and parent and point to inequalities - including those concerning very young children, children with disabilities or learning difficulties, students enrolled in professional education, families with insufficient access to technologies, and parents working from home. The school is portrayed as a crucial environment for development, a designated space for learning and caretaking, but also a relational and emotional context. Despite this scenario, parents acknowledge ERTL as having positive aspects and as the possible outlet to keep education going even in extreme situations.

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“…In the UK, parents with school age children at home experience an increased prevalence of psychological distress especially before and during the second wave of COVID-19 (9). In China, the results of a study revealed parental mental health disorders during school closures are depression (18.7 %), anxiety (22.4 %), and stress (12.1 %) (10). Supported by data in America, the source of stress derived from distance learning/online/school from home, found in 70 % of parents who have school children, causes significant stress (11).…”

Section: Introductionmentioning

confidence: 99%

An overview of working mothers with children with online schooling during the COVID-19 pandemic in Riau Province

Azhar¹,

Adelia²

2023

Gac Méd Caracas

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Associations of parenting daily hassles with parents’ mental health during the COVID-19 school closure

Cited by 13 publications

References 75 publications

Impactos desenvolvimentais de saúde mental e aprendizagem em crianças, adolescentes, pais e professores pós-fechamento das escolas: uma revisão sistemática

Impactos desenvolvimentais de saúde mental e aprendizagem em crianças, adolescentes, pais e professores pós-fechamento das escolas: uma revisão sistemática

Educators by proxy: Emergency remote teaching and learning in the voice of parents

An overview of working mothers with children with online schooling during the COVID-19 pandemic in Riau Province

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