Distance Learning and Parental Mental Health During COVID-19

Davis, Cassandra R.; Grooms, Jevay; Ortega, Alberto; Rubalcaba, Joaquín Alfredo Angel; Vargas, Edward D.

doi:10.3102/0013189x20978806

Cited by 103 publications

(119 citation statements)

References 6 publications

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“…103 New research conducted during COVID-19 showed that approximately half of parents with children learning remotely had at least one child struggling with distance learning, which in turn was associated with higher parental stress. 104 Results from Statistics Canada crowdsourcing initiatives show that among participants, youth, recent immigrants, certain groups designated as visible minorities, gender diverse people, and Indigenous people, were also more likely to report symptoms consistent with moderate or severe generalized anxiety. 105 Data from Statistics Canada highlight that stress on families is unequally distributed.…”

Section: Impacts and Social And Family Contextmentioning

confidence: 99%

COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts

Gallagher‐Mackay¹,

Srivastava²,

Underwood³

et al. 2021

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The Ontario COVID-19 Science Advisory Table is a group of scientific experts and health system leaders who evaluate and report on emerging evidence relevant to the COVID-19 pandemic, to inform Ontario's response. Our mandate is to provide weekly summaries of relevant scientific evidence for the COVID-19 Health Coordination Table of the Province of Ontario, integrating information from existing scientific tables, Ontario's universities and agencies, and the best global evidence. The Science Table summarizes its findings for the Health Coordination Table and the public in Science Briefs.

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Section: Impacts and Social And Family Contextmentioning

confidence: 99%

COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts

Gallagher‐Mackay¹,

Srivastava²,

Underwood³

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Parents can be instrumental in reducing screen time for children by ameliorating the overall environment of the house, improving family bonding, and regulating screen time. Although parents' role has become more critical during this COVID-19 pandemic, many are struggling to achieve a work-life balance as they must navigate working from home [45][46][47] . This struggle is more pronounced in lower-income families as they were hit disproportionately by the current catastrophe 48 .…”

Section: Mitigating Adverse Health Outcomes Associated With Screen Timentioning

confidence: 99%

Digital screen time during the COVID-19 pandemic: a public health concern

et al. 2021

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Due to the restrictions imposed to contain the coronavirus disease 2019 (COVID-19) pandemic, different population groups have adapted to varying screen time levels, which may have profound implications on their physical and mental wellbeing. Several empirical studies included in this review reported a sudden upward change in screen time across different population groups. A higher number of people with increased screen time compared to their pre-pandemic state and prolonged duration of total screen time substantiates such assertions. The available evidence suggests that screen time is associated with obesity, hypertension, type 2 diabetes, myopia, depression, sleep disorders, and several non-communicable diseases. This elevated burden of diseases is more prevalent among individuals who have sedentary lifestyles and other unhealthy behaviors that are likely to increase during quarantine or isolation due to COVID-19. Hence, it is critical to assess the adverse health outcomes that may appear as long-term consequences of such behavior. Researchers and practitioners need to revisit the available guidelines and incorporate evidence-based interventions for preventing unhealthy screen time among the affected individuals. Such interventions may address harmful behaviors associated with screen time and promote active lifestyles that may improve health across populations during and after this pandemic.

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“…Differences between parents' own mathematics education (which for many emphasized rules and procedures [11]) and the curriculum and instruction experienced by their children present barriers to parental involvement [16], and this challenge was only intensified by COVID-19. Parents and children alike experienced increased anxiety during emergency remote instruction [37,47], and likely even more so in mathematics. For example, consider these memes from our initial exploratory data generation (Figure 7), which show parents' frustration with supporting their children with unfamiliar problem-solving approaches.…”

Section: Renewing To Efforts To Engage Parentsmentioning

confidence: 99%

#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents

et al. 2021

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During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported continued mathematics learning at home and explored the nature of the mathematics taught there. We found that Twitter and survey data sources described two largely distinct groups of those supporting parents to continue mathematics education at home, but similar findings emerged from analyses of each data source, suggesting that themes were common among different groups. Namely, we saw a commitment to continued mathematics learning and engagement with a range of mathematics topics. These topics mostly focused on elementary-level content, especially counting, through everyday activities/objects and mathematical sense-making. Most parents used resources provided by the school alongside resources they identified and provided on their own. School responses to emergency remote instruction were mostly asynchronous, and parents expressed a need for more opportunities to interact directly with their children’s teachers. We discuss what the mathematics education community might learn from these experiences to support parental engagement during and beyond periods of remote emergency instruction.

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Distance Learning and Parental Mental Health During COVID-19

Cited by 103 publications

References 6 publications

COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts

COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts

Digital screen time during the COVID-19 pandemic: a public health concern

#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents

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