Psychosocial and behavioral problems of children and adolescents in the early stage of reopening schools after the COVID-19 pandemic: a national cross-sectional study in China

Abstract

This study aims to explore the psychosocial and behavioral problems of children and adolescents in the early stage of reopening schools. In this national cross-sectional study, a total of 11072 students from China were naturally divided into two groups based on their schooling status: reopened schools (RS) and home schooling (HS) group. The psychosocial and behavioral functioning were measured by Achenbach Child Behaviour Checklist (CBCL) and compared in these two groups. Multivariable logistic regression analyses were conducted to explore the independent predictors associated with the psychosocial and behavioral problems. Our results showed that the students in the RS group had more adverse behaviors than that of HS group. The RS group had the higher rates of parent-offspring conflict, prolonged homework time, increased sedentary time and sleep problems (all p < 0.001). When separate analyses were conducted in boys and girls, the RS group had the higher scores for (1) overall behavioral problems (p = 0.02 and p = 0.01), internalizing (p = 0.02 and p = 0.02) and externalizing (p = 0.02 and p = 0.004) behaviors in the 6–11 age group; (2) externalizing (p = 0.049 and p = 0.006) behaviors in the 12–16 age group. Multivariable regression showed parent-offspring conflict and increased sedentary time were the most common risk factors, while physical activity and number of close friends were protective factors for behavior problems in RS students (p < 0.01 or 0.05). The present study revealed that students’ psychosocial and behavioral problems increased in the early stage of schools reopened unexpectedly. These findings suggest that close attention must be paid and holistic strategies employed in the school reopening process of post-COVID-19 period.

Implementation of online classes during national school closure due to COVID‐19 and mental health symptoms of adolescents: A cross‐sectional survey of 5000 students

“…Online classes were found to be associated with lower rates of some mental health symptoms. Our findings were consistent with those in a study conducted within 6 months after the pandemic 18 . However, they were not consistent with studies conducted after more than 9 months 15–17 …”

“…Our findings were consistent with those in a study conducted within 6 months after the pandemic. 18 However, they were not consistent with studies conducted after more than 9 months. [15][16][17] Additionally, online classes may have had a protective effect on mental health symptoms for school closure at the national level, rather than that at the local level.…”

“…However, existing studies found mixed results regarding the relationship between online classes and mental health symptoms. Some studies conducted more than 9 months after the pandemic indicated worsened mental health during online classes, 15–17 whereas another study conducted within 6 months reported the opposite result 18 . These differences may be attributed to the survey period.…”

“…During the ongoing adverse event, COVID‐19, it is important to investigate whether implementing online classes has a potential protective effect on these mental health symptoms. However, mixed results were reported regarding the relationship between online classes during the local school closure and emotional symptoms and depression or anxiety 16–18 . In addition, no study has examined the relationship between online classes and PE or smartphone addiction.…”

Teachers' views about school students' behavioral problems in the Emirate of Sharjah: An exploratory study

“…As such, we conducted this study to determine the magnitude and possible impacts of behavioral problems among young school children to reduce the issues and promote their wellbeing using a research-informed practice. We relied on the views of teachers being the front liners spending more time with the school-aged children in the Emirate of Sharjah in the United Arab Emirates (UAE), including behavioral and emotional problems [ 1 , 4 ]. In particular, we focused on the experience of teachers leading students’ learning in cycles 1 and 2, being those in grades 1–4 and 5–8.…”