Indian Parents’ Perceptions of Children’s Psychological Wellbeing and Academic Learning during COVID-19

Abstract

Indian children experienced large-scale disruption in educational, psychological, and social welfare access when schools abruptly closed due to COVID-19. In addition to education, the Indian public school system provides services such as meals and benefits related to improving gender parity and indirectly preventing child labor, child marriages, and abuse. Therefore, sustained school closures led to an unfolding disaster in terms of learning loss and multiple unknown effects on children’s social and psychological wellbeing. This descriptive study attempts to understand these consequences by asking Indian parents about the emotional, psychological, and academic impacts on their children. Results suggest an adverse impact on children’s education and wellbeing. Families reported higher levels of psychological distress, anxiety, and aggression among children. However, the manifestations and ramifications seem to be different—while families from low-income segments struggled to get access to digital devices, others in upper-income segments had to confront excessive device time use. The results suggest that there is a need for a concerted, sustained, multipronged, differential response from the government and civil society to ensure that families can handle these challenges accordingly.

Advances and Challenges in Intellectual Disability in Rural India: A Comprehensive Review of Recent Trends

“…The prevalence of intellectual disability (ID) in rural India is influenced by a variety of socioeconomic and environmental factors. Studies suggest that the prevalence rate of intellectual disabilities in India ranges from 1-2%, with higher rates often reported in rural areas compared to urban settings [2]. This higher prevalence in rural areas can be attributed to several interconnected factors, including limited access to healthcare, higher rates of malnutrition, and inadequate educational resources.…”

“…Pregnant women in rural areas often do not receive adequate prenatal care, increasing the risk of birth complications and developmental issues in children [3 and 12]. Additionally, exposure to environmental toxins and infections during critical periods of brain development can contribute to higher rates of intellectual disabilities [2].…”

“…This disparity reflects broader inequalities in access to health, education, and social services. Children from lower socioeconomic backgrounds are more likely to experience factors that contribute to intellectual disabilities, such as poor nutrition, limited educational opportunities, and inadequate healthcare [2].…”

“…Ethical considerations, such as informed consent, privacy, and the potential for genetic discrimination, must be addressed in research and clinical practice. Ensuring that individuals and families understand the implications of genetic testing and other diagnostic procedures is critical for ethical and effective care [2].…”

“…Prevalence rates of intellectual disabilities in India are estimated to be around 1-2%, with rural areas reporting higher incidences due to factors such as poor maternal and child health, malnutrition, and lack of access to healthcare services [2]. The demographic profile indicates that intellectual disabilities disproportionately affect lower socio-economic groups, reflecting the broader impact of poverty and limited resources on developmental outcomes.…”