Chaos during the COVID‐19 outbreak: Predictors of household chaos among low‐income families during a pandemic

Abstract

Objective The objective of this study was to explore whether household chaos measured during the COVID‐19 pandemic is predicted by prepandemic parental and household characteristics. Background The COVID‐19 pandemic has dramatically altered children's home environments and routines due to stay‐at‐home orders, school closures, and economic shocks. These disruptions have been especially challenging for low‐income families who have limited resources and have been disproportionately affected by the pandemic. Household chaos, which captures routines, organization, stability, noise, and crowding in the home, is a documented threat to parent functioning and positive child development. The pandemic has likely exacerbated household chaos, especially for low‐income families. Method Data come from a larger, ongoing study of low‐income children and their parents in Tulsa, OK; this analysis relies on data from the subset of low‐income parents who responded to surveys when their children were in kindergarten (in 2018–2019) and during the pandemic, when their children were in first grade ( n = 335). We use multivariate ordinary least squares regression models to test whether household chaos measured during the pandemic is predicted by prepandemic parental and household characteristics. Results Prepandemic parental depression and household chaos were significantly predictive of chaos during the pandemic, even after accounting for household demographics. Implications The current study highlights pandemic‐induced elevations in parental distress and household chaos among low‐income families. Results will provide valuable direction to policymakers, educators, and parents on how best to offset negative impacts of the COVID‐19 pandemic on family functioning and child development.

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Understanding patterns of food insecurity and family well‐being amid the COVID‐19 pandemic using daily surveys

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The risks and opportunities of the COVID‐19 crisis for building longitudinal evidence on today’s early childhood education programs

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