Children's mental and behavioral health, schooling, and socioeconomic characteristics during school closure in France due to COVID-19: the SAPRIS project

Abstract

COVID-19 limitation strategies have led to widespread school closures around the world. The present study reports children’s mental health and associated factors during the COVID-19 school closure in France in the spring of 2020. We conducted a cross-sectional analysis using data from the SAPRIS project set up during the COVID-19 pandemic in France. Using multinomial logistic regression models, we estimated associations between children’s mental health, children’s health behaviors, schooling, and socioeconomic characteristics of the children’s families. The sample consisted of 5702 children aged 8–9 years, including 50.2% girls. In multivariate logistic regression models, children’s sleeping difficulties were associated with children’s abnormal symptoms of both hyperactivity-inattention (adjusted Odds Ratio (aOR) 2.05; 95% Confidence Interval 1.70–2.47) and emotional symptoms (aOR 5.34; 95% CI 4.16–6.86). Factors specifically associated with abnormal hyperactivity/inattention were: male sex (aOR 2.29; 95% CI 1.90–2.76), access to specialized care prior to the pandemic and its suspension during school closure (aOR 1.51; 95% CI 1.21–1.88), abnormal emotional symptoms (aOR 4.06; 95% CI 3.11–5.29), being unschooled or schooled with assistance before lockdown (aOR 2.13; 95% CI 1.43–3.17), and tutoring with difficulties or absence of a tutor (aOR 3.25; 95% CI 2.64–3.99; aOR 2.47; 95% CI 1.48–4.11, respectively). Factors associated with children’s emotional symptoms were the following: being born pre-term (aOR 1.34; 95% CI 1.03–1.73), COVID-19 cases among household members (aOR 1.72; 95% CI 1.08–2.73), abnormal symptoms of hyperactivity/inattention (aOR 4.18; 95% CI 3.27–5.34) and modest income (aOR 1.45; 95% CI 1.07–1.96; aOR 1.36; 95% CI 1.01–1.84). Multiple characteristics were associated with elevated levels of symptoms of hyperactivity-inattention and emotional symptoms in children during the period of school closure due to COVID-19. Further studies are needed to help policymakers to balance the pros and cons of closing schools, taking into consideration the educational and psychological consequences for children.

Effects of COVID-19 Lockdowns on the development of educational, social and emotional gaps between the children - A Retrospective Chart Review

“…These ndings re ect an injury to minors' emotional development through a reduction in group mutual support, a lack of support from the education system and a lack of a healthy routine that would allow regulation of stress and anxiety in minors. A similar nding was found in different studies around the world (13)(14)(15)(16)(17)(18)(19)(20). Con icting data are reported in the literature regarding the incidence of anxiety disorder, OCD, psychotic disorders and PTSD.…”

Effective high-throughput RT-qPCR screening for SARS-CoV-2 infections in children

“…During the pandemic, schools have been frequently closed to reduce SARS-CoV-2 transmissions 23 . However, closure of schools and daycare facilities can have a substantial impact on the development, physical and mental health of children 8 – 10 , 24 . Therefore, concepts are essential to support safe and open school settings.…”

“…However, while school closures can reduce SARS-CoV-2 transmissions when imbedded in a general lock-down strategy, the negative impact on the development and health of children can be substantial and is manifested by e.g. higher rates of reduced emotional well-being, severe eating disorders, and overt psychiatric disease 8 – 10 .…”

Effective high-throughput RT-qPCR screening for SARS-CoV-2 infections in children

“…During the pandemic, schools have been frequently closed to reduce SARS-CoV-2 transmissions 25 . However, closure of schools and daycare facilities have had a substantial impact on development, physical and mental health of children 13–15, 26 . Therefore, concepts are essential to support safe and open school settings.…”

“…However, while school closures can reduce SARS-CoV-2 transmissions when imbedded in a general lockdown strategy, the negative impact on the development and health of children is substantial and is manifested by e.g. higher rates of reduced emotional well-being, severe eating disorders, and overt psychiatric disease [13][14][15] .…”