The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and Their Caregivers

Autor/inn/en	Goodwin, Aijah K. B.; Roberson, Anthony J.; Watson, Ar'Reon; Chen, Grace L.; Long, Anna C. J.
Titel	The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and Their Caregivers
Quelle	In: School Psychology International, 44 (2023) 2, S.154-171 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodwin, Aijah K. B.) ORCID (Long, Anna C. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221128192
Schlagwörter	COVID-19; Pandemics; Mental Health; Anxiety; Sociocultural Patterns; Elementary School Students; Caregivers; Caregiver Attitudes; Culturally Relevant Education; Social Justice; Parent Teacher Cooperation; Well Being; Resilience (Psychology); Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Psychohygiene; Angst; Soziokulturelle Theorie; Caregiver; Carer; Betreuungsperson; Pfleger; Soziale Gerechtigkeit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Well-being; Wellness; Wohlbefinden
Abstract	Given the individual and systemic stress endured by children and families during the COVID-19 pandemic, research examining culturally responsive school experiences and supports to enhance resilience is critical. This study examined the relationship between caregivers' perceptions of COVID-19 impact, mental health distress among children and caregivers, and school-based sociocultural protective factors, including culturally responsive practices in schools and the relationships between teachers and caregivers, concurrently and longitudinally. Data were collected from caregivers of elementary-aged children at two-time points from March to April 2020 (N = 174) and one year later in 2021 (N = 114). Regression analyses revealed that COVID-19 impact positively predicted and parent-teacher joining negatively predicted mental health concerns among children and families, concurrently and longitudinally. Furthermore, there was a positive relationship between caregivers' perceptions of teachers' social awareness and justice practices and mental health symptoms for children in 2020. Parent-teacher joining longitudinally moderated the relationship between COVID-19 impact and caregivers' mental health concerns. This study provides implications regarding sociocultural resilience factors that should be considered in schools amidst the COVID-19 pandemic. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01