How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study.

Santa-Cruz, Catalina; Espinoza, Victoria; Donoso, Javiera; Rosas, Ricardo; Badillo, Dominic

doi:10.1037/spq0000493

Cited by 11 publications

(8 citation statements)

References 39 publications

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“…Analyzing the subsamples divided by diagnoses, we found that the adolescents with anxiety disorder, mood disorder, specific learning disorder, behavioral disorder and epilepsy showed a global worsening in all the CBCL scales. In agreement with our data, previous literature studies had shown a worsening of psychological well-being during the lockdown in patients with epilepsy and learning disabilities [ 28 , 29 , 59 , 60 , 61 ] probably due to difficulties with distance learning; in contrast with our results, a larger sample study found that both depressive and anxiety symptoms were lower for adolescents with mood disorders during the pandemic compared to before [ 62 ].…”

Section: Discussionsupporting

confidence: 92%

Adolescents with Neuropsychiatric Disorders during the COVID-19 Pandemic: Focus on Emotional Well-Being and Parental Stress

et al. 2022

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(1) Introduction: The aim of our research was to explore emotional/behavioral changes in adolescents with neuropsychiatric conditions during the COVID-19 pandemic, and parental stress levels through a standardized assessment, comparing the data collected before and during the first months of lockdown. Moreover, an additional goal was to detect a possible relationship between emotional/behavioural symptoms of adolescents and the stress levels of their parents. (2) Methods: We enrolled 178 Italian adolescents aged between 12–18 that were referred to the Child Neuropsychiatry Unit of the University Hospital of Salerno with different neuropsychiatric diagnoses. Two standardized questionnaires were provided to all parents for the assessment of parental stress (PSI-Parenting Stress Index-Short Form) and the emotional/behavioral problems of their children (Child Behaviour Check List). The data collected from questionnaires administered during the six months preceding the pandemic, as is our usual clinical practice, were compared to those recorded during the pandemic. (3) Results: The statistical comparison of PSI and CBCL scores before/during the pandemic showed a statistically significant increase in all subscales in the total sample. The correlation analysis highlighted a significant positive relationship between Parental Stress and Internalizing/Externalizing symptoms of adolescent patients. Age and gender did not significantly affect CBCL and PSI scores, while the type of diagnosis could affect behavioral symptoms and parental stress. (4) Conclusions: our study suggests that the lockdown and the containment measures adopted during the COVID-19 pandemic could have aggravated the emotional/behavioral symptoms of adolescents with neuropsychiatric disorders and the stress of their parents. Further studies should be conducted in order to monitor the evolution of these aspects over time.

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Section: Discussionsupporting

confidence: 92%

Adolescents with Neuropsychiatric Disorders during the COVID-19 Pandemic: Focus on Emotional Well-Being and Parental Stress

et al. 2022

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“…This study reported results for school children in their initial years of school with and without special educational needs and by high and low socioeconomic status (SES) [34]. They described an increase in socio-emotional internalizing problems, with those with special educational needs and low SES most severely affected following quarantine [34]. All groups were also affected by an increase in externalizing problems during the pandemic, however, this did not differ by special educational needs [34].…”

Section: Interpretation In Light Of Other Studiesmentioning

confidence: 94%

“…There is limited literature on the impacts of the COVID-19 pandemic on children with special needs [33]. A longitudinal study of Chilean schoolchildren, with data available before the pandemic (in 2018-2019) and during the early pandemic (in 2020), reported increased internalizing and externalizing problems following quarantine [34]. This study reported results for school children in their initial years of school with and without special educational needs and by high and low socioeconomic status (SES) [34].…”

Section: Interpretation In Light Of Other Studiesmentioning

confidence: 99%

“…A longitudinal study of Chilean schoolchildren, with data available before the pandemic (in 2018-2019) and during the early pandemic (in 2020), reported increased internalizing and externalizing problems following quarantine [34]. This study reported results for school children in their initial years of school with and without special educational needs and by high and low socioeconomic status (SES) [34]. They described an increase in socio-emotional internalizing problems, with those with special educational needs and low SES most severely affected following quarantine [34].…”

Section: Interpretation In Light Of Other Studiesmentioning

confidence: 99%

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Socio-Emotional Experiences and Wellbeing of Deaf and Hard of Hearing Children and Their Parents before and during the COVID-19 Pandemic

et al. 2023

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Deaf and hard of hearing (DHH) children in Victoria, Australia, were exposed to strict public health restrictions, including sustained lockdowns, during the COVID-19 pandemic. DHH children have higher health and socio-emotional needs than their hearing peers. We aimed to (1) describe the socio-emotional experiences of DHH children and their parents and (2) compare child and parent socio-emotional wellbeing, before and during the COVID-19 pandemic. Between May and September 2020, 497 (62%) parents of DHH children from the Victorian Childhood Hearing Longitudinal Databank completed an online survey. Measures were drawn from the CoRonavIruS Health Impact Survey (CRISIS) v3.0. Data were summarized using descriptive statistics to compare outcomes before and during the pandemic. Parents reported their children to have more negative socio-emotional wellbeing (mean emotions/worries score, EWS, changed from 0.76 pre-pandemic to 1.10 during the pandemic, mean difference 0.34, 95% CI: 0.28 to 0.39), regardless of the type or severity of hearing loss. Parents also had more negative socio-emotional wellbeing (mean EWS changed from 1.05 pre-pandemic to 1.43 during the pandemic, mean difference 0.38, 95% CI: 0.31 to 0.44). Negative socio-emotional experiences co-occurred with large social changes during the pandemic. Additional services should support the socio-emotional wellbeing of DHH children during significant adverse childhood experiences.

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“…Several international studies describe how the COVID‐19 pandemic has influenced children's social‐emotional well‐being and mental health. For example, Santa‐Cruz et al 2 utilized longitudinal data to explore the repercussions of COVID‐19 quarantines on the emotional well‐being of Chilean children.…”

Section: Covid‐19 School Closures and Socioemotional Well‐beingmentioning

confidence: 99%

COVID‐19 School Closures: Disruptions in School‐Based Support Services and Socioemotional Loss Among Middle School Students

Bates,

Harrell

2023

Journal of School Health

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BACKGROUNDIn the United States (U.S.), 77% of school district leaders reported that their students had fallen behind in their social‐emotional development due to COVID‐19 school closures. Although research has measured indicators of social‐emotional well‐being from the perspective of other informants, little is known about student perceptions of perceived changes in their socioemotional competencies and, to a lesser degree, their nonacademic needs.AIMSThe current study examined middle school students' nonacademic needs, perceptions of socioemotional competencies, and predictors of “socioemotional loss.”MATERIALS & METHODSThe authors utilized secondary data from 395 middle school students gathered in August 2020 and November 2020 in one large middle school in the southern region of the U.S. Multivariate and linear regression analyses explored students' nonacademic needs, assessed changes in perceptions of their socioemotional competencies over time, and identified predictors of “socioemotional loss” during the “return to learn” period.RESULTSOur findings indicated that 3% to 14% of students reported nonacademic needs, with the greatest needs related to food, housing, and healthcare. Further, 48% of students reported perceived losses in their socioemotional competencies, and students formerly receiving school‐based support services were those most affected (71% vs. 46%, p = .01). Among the subgroup reporting losses, living in a single‐parent household significantly predicted socioemotional loss (β = −.16, p = .02).DISCUSSIONSchool‐based practitioners, including educators, policymakers, social workers, and mental health providers, can utilize these findings to deliver interventions to students that experienced hardships during the pandemic.CONCLUSIONResponding to these risks will be critical as schools adapt and intervene in response to the COVID‐19 pandemic.

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How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study.

Cited by 11 publications

References 39 publications

Adolescents with Neuropsychiatric Disorders during the COVID-19 Pandemic: Focus on Emotional Well-Being and Parental Stress

Adolescents with Neuropsychiatric Disorders during the COVID-19 Pandemic: Focus on Emotional Well-Being and Parental Stress

Socio-Emotional Experiences and Wellbeing of Deaf and Hard of Hearing Children and Their Parents before and during the COVID-19 Pandemic

COVID‐19 School Closures: Disruptions in School‐Based Support Services and Socioemotional Loss Among Middle School Students

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