A scoping review on psychosocial consequences of pandemics on parents and children: Planning for today and the future

Lateef, Rusan; Alaggia, Ramona; Collin‐Vézina, Delphine

doi:10.1016/j.childyouth.2021.106002

Cited by 43 publications

(50 citation statements)

References 65 publications

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“…This may also point to the need to invest not only in children's and teachers' digital competences [33,52] but also those of parents, who, as proxy educators [35], had to take on a fundamental role in ERTL. This is also clearly the case of the parents in our sample, who acknowledge a significant increase in workload, as reflected in other studies [21,23,39], which may result in adverse psychosocial consequences, including parental stress [35,40,41]. Interestingly, parents with a higher degree of training reported a more significant increase in workload, which may reveal a greater involvement in supporting their children through the process [38].…”

Section: Discussionsupporting

confidence: 78%

“…Through a literature review, Lateef and collaborators [39] were able to identify four recurring themes. Namely, (i) the reciprocal influence of each family member's emotions, (ii) the higher level of psychosocial stress during lockdown experienced by parents in comparison with adults without children, (iii) the need to provide parents with formal and informal support, and (iv) the need for further research on the psychosocial consequences of pandemics on children.…”

Section: Parents and Emergency Remote Teaching And Learningmentioning

confidence: 99%

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Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning

et al. 2021

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The COVID-19 pandemic triggered profound social consequences, affecting all aspects of human activity, including education. The process of remote teaching that was implemented in response to this crisis is known as emergency remote teaching and learning (ERTL). The present study focuses on Portuguese parents’ perspectives about this process. Data were gathered through an online questionnaire, answered by 203 parents of preschool, basic, and secondary education students (ages 3–18), focusing on self-perceived digital competence, satisfaction with ERTL, and pedagogical activities developed with their children. Parents were moderately satisfied with ERTL but expressed a marked increase in their workload, particularly those working from home. Parents of children in the second cycle of basic education (ages 10–12) were less satisfied with the process. A variety of activities was promoted, responding to different educational levels’ characteristics. Results show the importance of promoting parents’ digital competence and directing support policies, particularly to parents of younger children (ages 3–12), and raise concerns about equity.

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Section: Discussionsupporting

confidence: 78%

Section: Parents and Emergency Remote Teaching And Learningmentioning

confidence: 99%

Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning

et al. 2021

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“…Families with children have been found to be at greater risk of mental health problems during COVID-19 (Gunther-Bel et al 2020), especially women and families with younger children and less education (Huebener et al 2021). Lateef et al (2021) completed a scoping review on the psychosocial consequences of COVID-19 on parents and children, indicating that parents with children tended to experience greater psychological maladjustment than adults without children. Children have not only been impacted by COVID-19 directly (e.g., less outdoor activities with peers), but they may have been negatively affected by the higher than usual levels of anxiety and stress exhibited by their parents, who also might be finding it challenging to cope with domestic issues such as parental conflict and disharmony.…”

Section: Covid-19mentioning

confidence: 99%

“…These safety measures, while critical to implement, have associated costs. Physical distancing measures contribute to increased feelings of isolation, stress, and anxiety, mood disorders, sleep issues, PTSD, and emotional burnout (Brooks et al 2020;Lateef et al 2021;Rajkumar 2020). Families demonstrate more intimacy and conflict, hence an increase in marriages, pregnancies, divorces, and intimate violence since the COVID-19 pandemic (Humphreys et al 2020;Lateef et al 2021;Moreira and Costa 2020), consistent in various types of disasters around the world (Cohan and Cole 2002;Gearhart et al 2018;Kofman and Garfin 2020;Parkinson and Zara 2013;Peterman et al 2020;Prasso 2020;Xu and Feng 2016).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Coparenting on Mothers’ COVID-19-Related Stressors

2021

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To test and explore whether more positive coparenting will significantly predict lower COVID-19-related stress across family configurations and dynamics and across both higher- and lower-income mothers, we developed and circulated an online survey among mothers from the U.S. and Canada. Coparenting was measured using the Coparenting Across Family Structures (CoPAFS) short form (27 items) scale, comprised of factors representing five coparenting dimensions: communication, respect, trust, animosity, and valuing the other parent. Items specific to COVID-19 stressors assessed the types of stressors each parent faced. The sample consisted of 236 North American mothers, mostly white (n = 187, 79.2%) and aged 30–50 years. The surveyed mothers reported a consistent and significant relation between more positive coparenting and less COVID-19-related stressors whether parents were living together or not, married or divorced, and with a lower or higher income level, suggesting the importance and centrality of positive coparenting as a key factor for family well-being. Coparenting was especially predictive among mothers who were never married and those with lower incomes.

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“…Closures of day care centers can have adverse consequences on small children's educational and pedagogical needs as well as on their social and mental well-being ( 13 , 14 ). In order to be able to respond to infections in a flexible manner and to, at that time, assumably reduce the number of secondary infections within day care centers, the structuring of day care into separated groups became mandated to reduce the risk of transmission and the rapid spread of the virus.…”

Section: Introductionmentioning

confidence: 99%

SARS-CoV-2 Transmissibility Within Day Care Centers—Study Protocol of a Prospective Analysis of Outbreaks in Germany

Schienkiewitz

Jordan

Hornbacher

et al. 2021

Front. Public Health

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Introduction: Until today, the role of children in the transmission dynamics of SARS-CoV-2 and the development of the COVID-19 pandemic seems to be dynamic and is not finally resolved. The primary aim of this study is to investigate the transmission dynamics of SARS-CoV-2 in child day care centers and connected households as well as transmission-related indicators and clinical symptoms among children and adults.Methods and Analysis: COALA (“Corona outbreak-related examinations in day care centers”) is a day care center- and household-based study with a case-ascertained study design. Based on day care centers with at least one reported case of SARS-CoV-2, we include one- to six-year-old children and staff of the affected group in the day care center as well as their respective households. We visit each child's and adult's household. During the home visit we take from each household member a combined mouth and nose swab as well as a saliva sample for analysis of SARS-CoV-2-RNA by real-time reverse transcription polymerase chain reaction (real-time RT-PCR) and a capillary blood sample for a retrospective assessment of an earlier SARS-CoV-2 infection. Furthermore, information on health status, socio-demographics and COVID-19 protective measures are collected via a short telephone interview in the subsequent days. In the following 12 days, household members (or parents for their children) self-collect the same respiratory samples as described above every 3 days and a stool sample for children once. COVID-19 symptoms are documented daily in a symptom diary. Approximately 35 days after testing the index case, every participant who tested positive for SARS-CoV-2 during the study is re-visited at home for another capillary blood sample and a standardized interview. The analysis includes secondary attack rates, by age of primary case, both in the day care center and in households, as well as viral shedding dynamics, including the beginning of shedding relative to symptom onset and viral clearance.Discussion: The results contribute to a better understanding of the epidemiological and virological transmission-related indicators of SARS-CoV-2 among young children, as compared to adults and the interplay between day care and households.

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A scoping review on psychosocial consequences of pandemics on parents and children: Planning for today and the future

Cited by 43 publications

References 65 publications

Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning

Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning

The Impact of Coparenting on Mothers’ COVID-19-Related Stressors

SARS-CoV-2 Transmissibility Within Day Care Centers—Study Protocol of a Prospective Analysis of Outbreaks in Germany

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