School‐age adopted children's early responses to remote schooling during COVID‐19

Abstract

Objective This mixed‐methods exploratory study sought to address the experiences of 89 adoptive parents (heterosexual, lesbian, and gay) in the United States with school‐age children in relation to the transition to remote schooling and their children's mental health during the early part of the COVID‐19 pandemic. Background The transition to remote schooling and associated confinement during the COVID‐19 pandemic presents challenges for families, particularly when children are struggling with mental health and learning challenges. Methods Data were collected via an online survey between May and June 2020. Before the pandemic, almost half of the children received special education services. Results Findings revealed that although a minority of children were doing well with remote schooling, the majority were struggling due to lack of motivation and an inability to work independently. Some parents voiced challenges with teacher communication and inconsistencies across classes and were overwhelmed by the demands of their new role as proctor/teacher. Some were dissatisfied with how children's school services had been implemented and noted difficulties with the online format of various services (e.g., therapy was less engaging). Regarding children's mental health, half of parents said it had stayed the same, one third said it had worsened, and the remainder said it had improved. The mental health of children adopted via foster care seemed to have benefited from the additional time spent at home. Yet most children were described as struggling in part due to social isolation and loss of routine, which manifested in a variety of ways, including anxiety, schoolwork avoidance, and boundary testing. Most parents tried to show patience, tolerance, and reassurance, but more than one third reported stress and frustration associated with not knowing how to best support their children. Conclusion The transition to remote schooling during COVID‐19 may be especially challenging for adoptive families and other families whose children have higher levels of need. Implications Findings have implications for parents, teachers, school social workers and psychologists, and other professionals who work with children and families.

Educational Decision-Making During COVID-19 in Ontario: Lessons for Higher Education

“…In fact, according to Zhou (2020), the COVID-19 pandemic has exposed school-aged children and adolescents to secondary trauma which has the potential of causing delayed-onset distress and anxiety. This increased risk of experiencing mental health difficulties results from the loss of routine, structure, and stability in school-aged children's lives (Goldberg et al, 2022). These experiences are only worsened for children living with special needs (Harris, 2020).…”

“…Additionally, during the pandemic, students have experienced isolation from their peers, boredom, and for some the fear of getting infected by the virus all of which may lead children to experience additional social-emotional difficulties (Spinelli et al, 2020;Wang et al, 2020). As a result, students whose mental health has been negatively impacted by the pandemic are likely to exhibit detrimental behaviours to their learning such as avoidance of schoolwork, agitation, or boundary testing (Goldberg et al, 2022). As previously mentioned, these impacts are felt more deeply for students coming from disadvantaged homes.…”

A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality

“…This presents a significant cause for concern both for online learning and mental health research as well as any policy or decision-making that cites this research as a basis. Of the nine studies with no quality concerns (i.e., Apgar & Cadmus, 2022;Becker et al, 2020;Goldberg et al, 2022;Halliburton et al, 2021;Lischer et al, 2021;Lister et al, 2021;Perkins et al, 2021;Racine et al, 2021;Schaffer et al, 2021), six were in the United States, one in the United Kingdom, one in Switzerland, and one was global. Three were conducted in the K-12 context, four in the higher education context, and two in other contexts.…”

Working and caring for a disabled adopted child during a pandemic

“…Schools also provide the supervision needed for parents to maintain employment, food, and mental health care for students. The inclusion of school social workers and counsellors, particularly those with adoption competency training (Wilson et al, 2018), will be especially relevant for adopted children with disabilities who could be at greater risk for ongoing mental health challenges related to past adoption and trauma experiences (Goldberg et al, 2021b).…”