In the current study, we conduct an exploratory study on children’s emotional and physical health in response to the COVID-19 pandemic. The direct and interactive effects of parental stress, family socioeconomic status (SES), and family support on child adjustment were investigated. A total of 116 children of varied socioeconomic and their parents were interviewed. Parents with low household income perceived greater distress related to uncertainty and health worries compared to those with higher household income. However, it was among high-SES families that parental distress was associated with child difficulties. At a multivariate level, children’s health was associated with SES, family support, and parental COVID-19 stress. Among families with low household income, when parents perceived low/average COVID-19 stress, family support worked as a protective factor for children’s adjustment. Understanding how COVID-19 relates with children’s emotional and physical health within families with low and high household income may help to inform recommendations for best practices, for example through family support interventions.

Previous research has documented that exposure to green spaces has the beneficial effects of attention restoration and stress reduction. This study investigated the effects of indoor (classroom) and outdoor (green school garden) environments on attentional processes in interaction with emotion and physiological self-regulation. Children in third and fourth grades (n = 42) completed a school-related emotional Stroop task assessing the effects of outdoor and indoor classroom backgrounds when facing positive and negative stimuli. Children’s attentional patterns in a task completed in both environments were also assessed. Heart rate variability was registered at rest as an index of physiological self-regulation. The results revealed that children were less distracted from negative emotional materials when presented with outdoor compared with indoor background stimuli. Greater selective attention and sustained attention were shown in the green than in the classroom environment. Moreover, sustained attention varied in relation to physiological self-regulation but only when performing the task indoor.