Subjective well-being of Canadian children and youth during the COVID-19 pandemic: The role of the social and physical environment and healthy movement behaviours

Mitra, Raktim; Waygood, E. Owen D.; Fullan, Josh

doi:10.1016/j.pmedr.2021.101404

Cited by 54 publications

(52 citation statements)

References 25 publications

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“…In our own preliminary work, we also showed a lower QoL during the first lockdown than before the pandemic (Vogel et al., 2021 ). Risk factors for reduced mental health are lower socio‐economic status (SES; Conti et al., 2020 ; Hu & Qian, 2021 ; Paschke et al., 2021 ; Ravens‐Sieberer et al., 2021 ; Vogel et al., 2021 ), family stress (Achterberg et al., 2021 ; Larsen et al., 2021 ), lack of peer support (Larsen et al., 2021 ; Mitra et al., 2021 ), and limited emotion regulation strategies (Paschke et al., 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Wellbeing, coping with homeschooling, and leisure behavior at different COVID‐19‐related lockdowns: A longitudinal study in 9‐ to 16‐year‐old German children

et al. 2022

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Background School closures are an effective measure against the spread of Covid‐19. However, they pose a major challenge to children, especially to those from socially disadvantaged families. The present study compared the wellbeing, coping with homeschooling, and leisure behavior of children and adolescents at two different periods of school closures in Germany. Wellbeing was also compared with wellbeing before the pandemic. Methods Within the framework of the cohort study LIFE Child, 152 9‐ to 16‐year‐old children completed online surveys on wellbeing (KIDSCREEN‐27 scales on physical wellbeing, psychological wellbeing, and peer and social support), coping with homeschooling (concentration, motivation, fun, mastering of schoolwork, fear of bad marks), and leisure behavior (TV time, computer gaming time, indoor physical activity) during two COVID‐19‐related lockdowns in March 2020 (t1) and in January 2021 (t2). Data from both time points were compared using mixed‐effect models. Wellbeing was additionally compared with the wellbeing in 2019, before COVID‐19 (t0). We also assessed the effects of the socio‐economic status (SES) on all outcomes and changes between time points. Results All considered wellbeing scores declined significantly between t0 and t1. Physical wellbeing decreased further between t1 and t2, while social support increased. Coping with homeschooling degraded significantly between t1 and t2, while leisure behavior did not change significantly. Lower SES was associated with lower physical wellbeing, poorer coping with homeschooling, longer computer gaming times, and a stronger decrease of concentration on schoolwork from t1 to t2. Conclusion Repeated school closures have a negative effect on already compromised physical wellbeing and coping with homeschooling, especially in children from lower social strata.

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Section: Introductionmentioning

confidence: 99%

Wellbeing, coping with homeschooling, and leisure behavior at different COVID‐19‐related lockdowns: A longitudinal study in 9‐ to 16‐year‐old German children

et al. 2022

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“…For example, evidence for children and adolescents aged 3-18 years in Italy and Spain states that 85,7% of parents perceived changes in their children's emotional status and behavior, including symptoms such as difficulty concentrating, boredom, irritability, feelings of loneliness, uneasiness, and worries (Bathia, 2020). Moreover, data from Oslo (Norway) has identified a significant decline in life satisfaction among boys and girls during the restriction period (Bathia, 2020), and in Canada more than half of the children 9-15 years surveyed presented changes that contribute to a lower level of subjective well-being (Mitra et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Socioeconomic Status, Parental Involvement and Implications for Subjective Well-Being During the Global Pandemic of Covid-19

et al. 2021

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School closures prompted by the global outbreak of COVID-19 have impacted children’s subjective well-being. In this context, a growing number of studies has pointed out that the experience of learning at home is an essential factor influencing their subjective well-being, raising the importance of parental involvement in the educational process of their children. This article explores the formal and informal parental practices of home learning during school closures period in 19 countries and their explanatory factors, with the further aim of discussing their implications for children’s subjective well-being. The study uses the International COVID-19 Impact on Parental Engagement Study (ICIPES) database and develops a regression analysis of family, child, and school factors predicting parental involvement in homeschooling. The main findings show that parents’ socioeconomic status is a critical predictor of both formal and informal parental practices. In addition, the results denote the impact of other factors, such as the level of parental confidence with the use of technology and children’s age and gender (in the case of informal activities). Based on these findings, the article discusses policy implications to promote parental involvement and children’s subjective well-being.

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“…This worrying trend can compromise children’s mental health and disease resistance because play is a critical outlet for children’s stress management, and time spent outdoors playing helps boost immunity through physical activity and access to vitamin D and also supports well-being [ 6 , 11 ]. Children with access to friends and play reported greater well-being during the pandemic [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

A Web-Based Risk-Reframing Intervention to Influence Early Childhood Educators’ Attitudes and Supportive Behaviors Toward Outdoor Play: Protocol for the OutsidePlay Study Randomized Controlled Trial

et al. 2021

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Background Early learning and childcare centers (ELCCs) can offer young children critical opportunities for quality outdoor play. There are multiple actual and perceived barriers to outdoor play at ELCCs, ranging from safety fears and lack of familiarity with supporting play outdoors to challenges around diverse perspectives on outdoor play among early childhood educators (ECEs), administrators, licensing officers, and parents. Objective Our study objective is to develop and evaluate a web-based intervention that influences ECEs’ and ELCC administrators’ perceptions and practices in support of children’s outdoor play at ELCCs. Methods The development of the fully automated, open-access, web-based intervention was guided by the intervention mapping process. We first completed a needs assessment through focus groups of ECEs, ELCC administrators, and licensing officers. We identified key issues, needs, and challenges; opportunities to influence behavior change; and intervention outcomes and objectives. This enabled us to develop design objectives and identify features of the OutsidePlay web-based intervention that are central to addressing the issues, needs, and challenges of ECEs and ELCC administrators. We used social cognitive theory and behavior change techniques to select methods, applications, and technology to deliver the intervention. We will use a two-parallel-group randomized controlled trial (RCT) design to evaluate the efficacy of the intervention. We will recruit 324 ECEs and ELCC administrators through a variety of web-based means, including Facebook advertisements and mass emails through our partner networks. The RCT study will be a purely web-based trial where outcomes will be self-assessed through questionnaires. The RCT participants will be randomized into the intervention group or the control group. The control group participants will read the Position Statement on Active Outdoor Play. Results The primary outcome is increased tolerance of risk in children’s play, as measured by the Teacher Tolerance of Risk in Play Scale. The secondary outcome is self-reported attainment of a self-developed behavior change goal. We will use mixed effects models to test the hypothesis that there will be a difference between the intervention and control groups with respect to tolerance of risk in children’s play. Differences in goal attainment will be tested using logistic regression analysis. Conclusions The OutsidePlay web-based intervention guides users through a personalized journey that is split into 3 chapters. An effective intervention that addresses the barriers to outdoor play in ELCC settings has the potential to improve children’s access to outdoor play and support high-quality early childhood education. Trial Registration ClinicalTrials.gov NCT04624932; https://clinicaltrials.gov/ct2/show/NCT04624932 International Registered Report Identifier (IRRID) DERR1-10.2196/31041

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Subjective well-being of Canadian children and youth during the COVID-19 pandemic: The role of the social and physical environment and healthy movement behaviours

Cited by 54 publications

References 25 publications

Wellbeing, coping with homeschooling, and leisure behavior at different COVID‐19‐related lockdowns: A longitudinal study in 9‐ to 16‐year‐old German children

Wellbeing, coping with homeschooling, and leisure behavior at different COVID‐19‐related lockdowns: A longitudinal study in 9‐ to 16‐year‐old German children

Socioeconomic Status, Parental Involvement and Implications for Subjective Well-Being During the Global Pandemic of Covid-19

A Web-Based Risk-Reframing Intervention to Influence Early Childhood Educators’ Attitudes and Supportive Behaviors Toward Outdoor Play: Protocol for the OutsidePlay Study Randomized Controlled Trial

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