The Complex Trauma Spectrum During the COVID-19 Pandemic: A Threat for Children and Adolescents’ Physical and Mental Health

Cénat, Jude Mary; Dalexis, Rose Darly

doi:10.1016/j.psychres.2020.113473

Cited by 28 publications

(26 citation statements)

References 12 publications

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“…One teacher also explicitly mentioned the impact of their students' home life on their experiences. Traumatic familial experiences such as divorce, loss, or financial issues, commonly experienced during the pandemic may intensify student stress resulting in behavioral issues and/or decreased performance (Cénat & Dalexis, 2020 ). Despite the numerous challenges associated with the pandemic, teachers reported significant resilience from students.…”

Section: Discussionmentioning

confidence: 99%

Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis

Robinson

Valido

Drescher

et al. 2022

School Mental Health

121

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The 2020–2021 academic year brought numerous challenges to teachers across the country as they worked to educate students amidst the COVID-19 pandemic. The current study is a secondary data analysis of qualitative responses collected as part of a teacher survey to evaluate a social emotional learning curriculum implemented during the 2020–2021 academic year. The lived experiences of teachers ( N = 52) across 11 elementary schools in the Great Plains region were captured through open-ended questions as the teachers transitioned from in-person to remote learning. A phenomenological approach was utilized to analyze the challenges expressed by teachers as they faced instability and additional professional demands. Given that stress and other factors that strain mental health exist within multiple layers of an individual's social ecology, a modified social-ecological framework was used to organize the results and themes. Findings suggest that during the academic year, teachers experienced stressors related to their personal and professional roles, concerns for students’ well-being which extended beyond academics, and frustrations with administration and other institutional entities around COVID safety measures. Without adequate support and inclusion of teacher perspectives, job-related stress may lead to teacher shortages, deterioration of teacher mental health, and ultimately worse outcomes for students. Implications for policy, research, and practice are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09533-2.

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Section: Discussionmentioning

confidence: 99%

Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis

Robinson

Valido

Drescher

et al. 2022

School Mental Health

121

View full text Add to dashboard Cite

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“…Multiple commentaries have been written in the press (e.g., "From Depression to Self-harm, Teens are Struggling During COVID-19" (Abma 2021); "Is a Mental Health Crisis the Next Pandemic?" (Abrams 2021)) and in scientific journal editorials about how COVID-19 is causing a mental health calamity in children and youth (Bhatia 2020;Cénat and Dalexis 2020;Golberstein et al 2020;Jiao et al 2020;Kumar and Nayar 2021;Liu et al 2020). But even before the pandemic, Canada's children and youth were not faring well relative to other economically advanced countries in terms of mental health and happiness (UNICEF 2020).…”

Section: Child and Youth Mental Health Before The Pandemicmentioning

confidence: 99%

The impact of COVID-19 on the mental health of Canadian children and youth

Vaillancourt

Szatmári

Georgiades

et al. 2021

FACETS

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Children and youth flourish in environments that are predictable, safe, and structured. The COVID-19 pandemic has disrupted these protective factors making it difficult for children and youth to adapt and thrive. Pandemic-related school closures, family stress, and trauma have led to increases in mental health problems in some children and youth, an area of health that was already in crisis well before COVID-19 was declared a global pandemic. Because mental health problems early in life are associated with significant impairment across family, social, and academic domains, immediate measures are needed to mitigate the potential for long-term sequalae. Now more than ever, Canada needs a national mental health strategy that is delivered in the context in which children and youth are most easily accessible—schools. This strategy should provide coordinated care across sectors in a stepped care framework and across a full continuum of mental health supports spanning promotion, prevention, early intervention, and treatment. In parallel, we must invest in a comprehensive population-based follow-up of Statistics Canada’s Canadian Health Survey on Children and Youth so that accurate information about how the pandemic is affecting all Canadian children and youth can be obtained. It is time the Canadian government prioritizes the mental health of children and youth in its management of the pandemic and beyond.

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“…The U.S. engaged in rapid deportation of asylum seekers to Haiti, Mexico, Jamaica, Guatemala, and Colombia, some of whom tested positive for COVID-19 on arrival to their home countries and contributed to the global transmission of COVID-19 in regions of the world lacking capacity to effectively diagnose and treat the virus ( Miller et al, 2020 ; Meyerowitz et al, 2021 ; Cénat, 2020 ). In addition, the threat of these deportations layered on to the threat of illness secondary to COVID-19 exacerbate the mental health sequelae from complex traumas that asylum seekers have previously faced ( Cénat & Dalexis, 2020 ; Dalexis & Cénat, 2020 ).…”

Section: Introductionmentioning

confidence: 99%