Have a personal or library account? Click to login
The Impacts of Remote Learning and In-Person Instruction Transitions on the Mental Health of Children and their Caregivers Cover

The Impacts of Remote Learning and In-Person Instruction Transitions on the Mental Health of Children and their Caregivers

Open Access
|Jun 2023

References

  1. 1Asanov, I., Flores, F., McKenzie, D., Mensemann, M., & Mathis, S. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the Covid-19 quarantine. World Development, 138, Article 105225. DOI: 10.1016/j.worlddev.2020.105225
  2. 2Amorim, R., Catarino, S., Miragaia, P., Ferreras, C., Viana, V., & Guardiano, M. (2020). The impact of COVID-19 on children with autism spectrum disorder. Impacto de la COVID-19 en niños con trastorno del espectro autista. Revista de neurologia, 71(8), 285291.DOI: 10.33588/rn.7108.2020381
  3. 3Bagner, D. M., Pettit, J. W., Lewinsohn, P. M., Seeley, J. R., & Jaccard, J. (2013). Disentangling the temporal relationship between parental depressive symptoms and early child behavior problems: A transactional framework. Journal of Clinical Child and Adolescent Psychology, 42(1), 7890. DOI: 10.1080/15374416.2012.715368
  4. 4Bandura, A. (1977). Social learning theory. Prentice-Hall.
  5. 5Becker, S. P., Breaux, R., Cusick, C., Dvorsky, M., Marsh, N., Scieberras, E., & Langberg, J. (2020). Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder. Journal of Adolescent Health, 67(6), 769777. DOI: 10.1016/j.jadohealth.2020.09.002
  6. 6Beckman, K., Bennett, S., & Lockyer, L. (2019). Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases. British Journal of Educational Technology, 39, 346. DOI: 10.1111/bjet.12736
  7. 7Bentenuto, A., Mazzoni, N., Giannotti, M., Venuti, P., & de Falco, S. (2020). Psychological impact of Covid-19 pandemic in Italian families of children with neurodevelopmental disorders. Research in Developmental Disabilities, 109, Article 103840. DOI: 10.1016/j.ridd.2020.103840
  8. 8Bobo, E., Lin, L., Acquaviva, E., Caci, H., Franc, N., Gamon, L., Picot, M. C., Pupier, F., Speranza, M., Falissard, B., & Purper-Ouakil, D. (2020). Comment les enfants et adolescents avec le trouble déficit d’attention/hyperactivité (TDAH) vivent-ils le confinement durant la pandémie COVID-19? [How do children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) experience lockdown during the COVID-19 outbreak?]. L’Encephale, 46(3S), S85S92. DOI: 10.1016/j.encep.2020.05.011
  9. 9Burstein, M., & Ginsburg, G. S. (2010). The effect of parental modeling of anxious behaviors and cognitions in school-aged children: An experimental pilot study. Behaviour Research and Therapy, 48(6), 506515. DOI: 10.1016/j.brat.2010.02.006
  10. 10Centers for Disease Control and Prevention. Stop the spread. Centers for Disease Control and Prevention. Retrieved February 15, 2022, from https://www.cdc.gov/coronavirus/2019-ncov/communication/stop-the-spread.html.
  11. 11Centers for Disease Control and Prevention. CDC Covid Data tracker. Centers for Disease Control and Prevention. Retrieved February 15, 2022, from https://covid.cdc.gov/covid-data-tracker/#trends_dailycases.
  12. 12Chen, F., Zheng, D., Liu, J., Gong, Y., Guan, Z., & Lou, D. (2020). Depression and anxiety among adolescents during COVID-19: A cross-sectional study. Brain, behavior, and immunity, 88, 3638. DOI: 10.1016/j.bbi.2020.05.061
  13. 13Eales, L., Ferguson, G. M., Gillespie, S., Smoyer, S., Carlson, S. M. (2021). Family resilience and psychological distress in the COVID-19 pandemic: A mixed methods study. Developmental Psychology, 57(10), 15631581. DOI: 10.1037/dev0001221
  14. 14Epkins, C. C., & Heckler, D. R. (2011). Integrating etiological models of social anxiety and depression in youth: evidence for a cumulative interpersonal risk model. Clinical child and Family Psychology Review, 14(4), 329376. DOI: 10.1007/s10567-011-0101-8
  15. 15Garbe, A., Ogurlu, U., Logan, N., Cook, P. (2020). COVID-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 4565. DOI: 10.29333/ajqr/8471
  16. 16Golberstein, E., Wen, H., Miller, B. F. (2020). Coronavirus disease 2019 (COVID-19) and mental health for children and adolescents. JAMA Pediatrics, 174(9), 819820. DOI: 10.1001/jamapediatrics.2020.1456
  17. 17Graell, M., Moron-Nozaleda, M. G., Camarneiro, R., Villasenor, A., Yanez, S., Rudiger, M., Martinez-Nunez, B., Miguelez-Fernandez, C., Munoz, M., Faya, M. (2020). Children and adolescents with eating disorders during COVID-19 confinement: Difficulties and future challenges. European Eating Disorders Review, 28(6), 864870. DOI: 10.1002/erv.2763
  18. 18Haig-Ferguson, A., Cooper, K., Cartwright, E., Loades, M. E., Daniels, J. (2021). Practitioner review: Health anxiety in children and young people in the context of the COVID-19 pandemic. Behavioural and Cognitive Psychotherapy, 49(2), 129143. DOI: 10.1017/S1352465820000636
  19. 19Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55, 391405. DOI: 10.1016/j.compedu.2010.02.004
  20. 20Hollingworth, S., Mansaray, A., Allen, K., Rose, A. (2011). Parents’ perspectives on technology and children’s learning in the home: Social class and the role of the habitus. Journal of Computer Assisted Learning, 27, 347360. DOI: 10.1111/j.1365-2729.2011.00431.x
  21. 21Idoiaga, N., Berasategi, N., Eigueren, A., Picaza, M. (2020). Exploring children’s social and emotional representations of the COVID-19 pandemic. Frontiers in Psychology, 11, Article 1952. DOI: 10.3389/fpsyg.2020.01952
  22. 22Larsen, L., Helland, M. S., Holt, T. (2021). The impact of school closure and social isolation on children in vulnerable families during COVID-19: A focus on children’s reactions. European Child and Adolescent Psychiatry, 31(8), 111. DOI: 10.1007/s00787-021-01758-x
  23. 23Li, W., Gao, W. Y., Fu, & W. D. (2021). When does teacher support reduce depression in students? The moderating role of students’ status as left-behind children. Frontiers in Psychology, 12, Article 608359. DOI: 10.3389/fpsyg.2021.608359
  24. 24Lipscomb, B., Hatfield, H., Lewis, E., Goka-Dubose, C. (2021). Adverse childhood experiences and children’s development in early care and education programs. Journal of Applied Developmental Psychology, 72(2021), Article 101218. DOI: 10.1016/j.appdev.2020.101218
  25. 25López-Bueno, R., López-Sánchez, G. F., Casajús, J. A., Calatayud, J., Tully, M. A., & Smith, L. (2021). Potential health-related behaviors for pre-school and school-aged children during COVID-19 lockdown: A narrative review. Preventive Medicine, 143, Article 106349. DOI: 10.1016/j.ypmed.2020.106349
  26. 26Masten, A. S., & Motti-Stefanidi, F. (2020). Multisystem resilience for children and youth in disaster: reflections in the context of COVID-19. Adversity and Resilience Science, 1(2), 95106. DOI: 10.1007/s42844-020-00010-w
  27. 27McArthur, B. A., Racine, N., McDonald, S., Tough, S., Madigan, S. (2021). Child and family factors associated with child mental health and well-being during COVID-19. European Child & Adolescent Psychiatry. Advanced online publication. DOI: 10.1007/s00787-021-01849-9
  28. 28McMahon, G., Douglas, A., Casey, K., & Ahern, E. (2022). Disruption to well-being activities and depressive symptoms during the COVID-19 pandemic: The mediational role of social connectedness and rumination. Journal of affective disorders, 309, 274281. DOI: 10.1016/j.jad.2022.04.142
  29. 29Nelson, B. W., Sheeber, L., Pfeifer, J., Allen, N. B. (2021). Psychobiological markers of allostatic load in depressed and nondepressed mothers and their adolescent offspring. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 62(2), 199211. DOI: 10.1111/jcpp.13264
  30. 30Panchal, U., Salazar de Pablo, G., Franco, M., Moreno, C., Parellada, M., Arango, C., Fusar-Poli, P. (2021). The impact of COVID-19 lockdown on child and adolescent mental health: Systematic review. European Child & Adolescent Psychiatry, 127. Advance online publication. DOI: 10.1007/s00787-021-01856-w
  31. 31Perkins, K. N., Carey, K., Lincoln, E., Shih, A., Donalds, R., Kessel Schneider, S., Holt, M. K., Green, J. G. (2021). School connectedness still matters: The association of school connectedness and mental health during remote learning due to COVID-19. Journal of Primary Prevention, 42(6), 641648, DOI: 10.1007/s10935-021-00649-w
  32. 32Povey, J., Campbell, A. K., Willis, L. D., Haynes, M., Western, M., Bennett, S., Antrobus, E., Pedde, C. (2016). Engaging parents in schools and building parent-school partnerships: The role of school and parent organization leadership. International Journal of Educational Research, 79, 128141. DOI: 10.1016/j.ijer.2016.07.005
  33. 33Prime, H., Wade, M., Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. The American psychologist, 75(5), 631643. DOI: 10.1037/amp0000660
  34. 34Racine, N., Hetherington, E., McArtuhur, B. A., McDonald, S., Edwards, S., Tough, S., Madigan, S. (2021). Maternal depressive and anxiety symptoms before and during the COVID-19 pandemic in Canada: A longitudinal analysis. The Lancet Psychiatry, 8(5), 405415. DOI: 10.1016/S2215-0366(21)00074-2
  35. 35Russell, B. S., Tomkunas, A. J., Hutchison, M., Tambling, R. R., Horton, A. L. (2021). The protective role of parent resilience on mental health and the parent–child relationship during COVID-19. Child Psychiatry Human Development. DOI: 10.1007/s10578-021-01243-1
  36. 36Samji, H., Wu, J., Ladak, A., Vossen, C., Stewart, E., Dove, N., Long, D., Snell, G. (2021). Review: Mental health impacts of the COVID-19 pandemic on children and youth – a systematic review. Child and Adolescent Mental Health, 27(2), 173189. DOI: 10.1111/camh.12501
  37. 37Selwyn, N., Nemorin, S., Bulfin, S., Johnson, N. (2017). Left to their own devices: The everyday realities of one-to-one classrooms. Oxford Review of Education, 43(3), 289310. DOI: 10.1080/03054985.2017.1305047
  38. 38Stone, L. L., Mares, S. H. W., Otten, R., Engels, R. C. M. E., & Janssens, J. M. A. M. (2016). The co-development of parenting stress and childhood internalizing and externalizing problems. Journal of Psychopathology and Behavioral Assessment, 38, 7686. DOI: 10.1007/s10862-015-9500-3
  39. 39Torun, F., & Torun, S. D. (2020). The psychological impact of the COVID-19 pandemic on medical students in Turkey. Pakistan journal of medical sciences, 36(6), 13551359. DOI: 10.12669/pjms.36.6.2985
  40. 40University of Washington School Mental Health Assessment, Research, and Training Center, Seattle Children’s Hospital, & The Center on Positive Behavioral Interventions & Supports (PBIS). (2021, April). Behavioral health impacts during & after COVID-19. https://mhttcnetwork.org/sites/default/files/2021-04/Behavioral%20Health%20Impacts%20During%20and%20After%20COVID-19_%20Return%20to%20School%20Document%20%2817%29%20%281%29.pdf.
  41. 41Vaportzis, E., Clausen, M. G., Gow, A. J. (2017). Older Adults Perceptions of Technology and Barriers to Interacting with Tablet Computers: A Focus Group Study. Frontiers in psychology, 8, 1687. DOI: 10.3389/fpsyg.2017.01687
  42. 42Valicenti-McDermott, M., O’Neil, M., Morales-Lara, A., Seijo, R., Fried, T., Shulman, L. (2022). Remote Learning Experience for Children With Developmental Disabilities During COVID-19 Pandemic in an Ethnically Diverse Community. Journal of child neurology, 37(1), 5055. DOI: 10.1177/08830738211040296
  43. 43Vila-Corcoles, A., Satue-Gracia, E., Vila-Rovira, A. (2021). COVID19-related and all-cause mortality risk among middle-aged and older adults across the first epidemic wave of SARS-COV-2 infection: a population-based cohort study in Southern Catalonia, Spain, March–June 2020. BMC Public Health, 21, 1795. DOI: 10.1186/s12889-021-11879-2
  44. 44Villaume, S., Stephens, J. E., Nwafor, E. E., Umaña-Taylor, A. J., Adam, E. K. (2021). High Parental Education Protects Against Changes in Adolescent Stress and Mood Early in the COVID-19 Pandemic. The Journal of adolescent health: official publication of the Society for Adolescent Medicine, 69(4), 549556. DOI: 10.1016/j.jadohealth.2021.06.012
  45. 45Zhang, J., Shuai, L., Yu, H., Wang, Z., Qiu, M., Lu, L., Cao, X., Xia, W., Wang, Y., & Chen, R. (2020). Acute stress, behavioral symptoms and mood states among school-age children with attention-deficit/hyperactive disorder during the COVID-19 outbreak. Asian Journal of Psychiatry, 51, Article 102077. DOI: 10.1016/j.ajp.2020.102077
DOI: https://doi.org/10.5334/paah.249 | Journal eISSN: 2515-2270
Language: English
Submitted on: Jan 10, 2022
Accepted on: May 7, 2023
Published on: Jun 1, 2023
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2023 Maggie K. Richardson, Alicia Fedewa, Clair Tischner, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.