Exploring parental responses to social and safety needs of school-age children during COVID-19 pandemic in Ogun State, Nigeria

The Mental Health Impacts of COVID-19 on PK–12 Students: A Systematic Review of Emerging Literature

“…Similar to PK–12 students, caregivers saw their lives disrupted by the pandemic. This included loss of childcare (Jansen et al, 2021), stresses associated with employment disruptions (Akinsanya et al, 2021; Moulin et al, 2021), and concerns about the threat to their children and themselves (Bailey et al, 2021). Generally, caregivers who were more directly affected by COVID-19 were found to experience higher levels of parenting stress (Bentenuto et al, 2021) depression (Feinberg et al, 2021), and anxiety (Lee, Ward, Lee, et al, 2021), leading to harsher parenting practices (Chung et al, 2020; Feinberg et al, 2021).…”

“…Generally, caregivers who were more directly affected by COVID-19 were found to experience higher levels of parenting stress (Bentenuto et al, 2021) depression (Feinberg et al, 2021), and anxiety (Lee, Ward, Lee, et al, 2021), leading to harsher parenting practices (Chung et al, 2020; Feinberg et al, 2021). During the pandemic, the mental health of caregivers worsened when they encountered economic stress (Ares et al, 2021; Patrick et al, 2020; Tierolf et al, 2020), which corresponded to lower responsiveness to the mental health needs of children (Akinsanya et al, 2021). Caregivers felt overwhelmed by home schooling during lockdown, causing exhaustion, stress, and anxiety (Greenway & Eaton-Thomas, 2020; Patrick et al, 2020).…”

“…Children from low-SES backgrounds may be at greater risk for experiencing psychological distress during the pandemic (Ravens-Sieberer et al, 2021). Research suggests that this may be related to greater challenges from lower-income families to meet the social and safety needs of children (Akinsanya et al, 2021). Students in Rogers et al’s (2021) study from urban low-income households perceived greater overall impacts of COVID-19 on their lives.…”

“…At the same time, the literature showed that adolescents seemed to be more susceptible overall to the mental health impacts of the pandemic (Cost et al, 2021; Magson et al, 2021; O’Brien et al, 2021), as were female students (Asanov et al, 2021; Chen et al, 2020; Gazmararian et al, 2021; Liu, Yue, et al, 2021; Xiao et al, 2020), and low-SES students (Akinsanya et al, 2021; Moulin et al, 2021), as well as students with preexisting disabilities (Greenway & Eaton-Thomas, 2020; Nonweiler et al, 2020), mental health disorders (Nissen et al, 2020; Penner et al, 2021), and histories of substance abuse (Dumas et al, 2020). Research also showed that communities of color navigated disproportionate exposure to COVID-19-related stressors (Cheah et al, 2020; Raviv et al, 2021).…”

[Retracted] Analysis of the Influence of Rural Family Education Environment on School‐Age Children’s Social Behavior and Patterns

“…In the early days of human society, education was essentially synonymous with socialization. Later, due to the development of social productive forces, in the process of conquering and transforming nature, people increasingly needed professional techniques and means, and the emergence of specialized educational institutions made education and socialization distinguishable [ 20 ]. It can be seen that education and socialization are closely related, and education is not completely equivalent to socialization, but family education is an important way to realize children's socialization, and socialization itself also depends on school education and family education.…”