The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and their Caregivers. (April 2023)

• Record Type: Journal Article
• Authors: Goodwin, Aijah K. B.; Roberson, Anthony J.; Watson, Ar'Reon; Chen, Grace L.; Long, Anna C. J.
• Other Names: Matsopoulos Anastassios guest-editor.; Theron Linda guest-editor.
• Is Part Of: School psychology international. Volume 44:Number 2(2023)
• Page Start: 154
• Page End: 171
• Publication Date: 2023-04
• Subjects: resilience -- protective factors -- cultural responsiveness -- parent-teacher relationships -- COVID-19 -- mental health -- elementary school; Educational psychology -- Periodicals; School psychology -- Periodicals; 370.1505
• DOI: 10.1177/01430343221128192
• Languages: English
• ISSNs: 0143-0343

Abstract

Given the individual and systemic stress endured by children and families during the COVID-19 pandemic, research examining culturally responsive school experiences and supports to enhance resilience is critical. This study examined the relationship between caregivers' perceptions of COVID-19 impact, mental health distress among children and caregivers, and school-based sociocultural protective factors, including culturally responsive practices in schools and the relationships between teachers and caregivers, concurrently and longitudinally. Data were collected from caregivers of elementary-aged children at two-time points from March to April 2020 ( N = 174) and one year later in 2021 ( N = 114). Regression analyses revealed that COVID-19 impact positively predicted and parent-teacher joining negatively predicted mental health concerns among children and families, concurrently and longitudinally. Furthermore, there was a positive relationship between caregivers' perceptions of teachers' social awareness and justice practices and mental health symptoms for children in 2020. Parent-teacher joining longitudinally moderated the relationship between COVID-19 impact and caregivers' mental health concerns. This study provides implications regarding sociocultural resilience factors that should be considered in schools amidst the COVID-19 pandemic.