Supporting grandchildren's remote instruction during COVID‐19: Experiences of custodial grandmothers. Issue 5 (29th April 2022)

• Record Type: Journal Article
• Authors: Dolbin‐MacNab, Megan L.; Jeanblanc, Alexandra B.; Musil, Carol M.; Infurna, Frank J.; Smith, Gregory C.
• Other Names: McIntosh Constance guestEditor.; Stone Glenn guestEditor.
• Is Part Of: Psychology in the schools. Volume 60:Issue 5(2023)
• Page Start: 1560
• Page End: 1580
• Publication Date: 2022-04-29
• Subjects: COVID‐19 -- grandmothers -- grandparents raising grandchildren -- remote instruction -- remote learning; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22714
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: While negative impacts of COVID‐19‐related remote instruction on children continue to emerge, it appears that vulnerable students will disproportionately bear the burden. One such vulnerable population is children being raised by grandparents. The purpose of this mixed methods study was to gain insight into custodial grandmothers' (CGMs) experiences of their grandchildren's remote instruction, as well as individual and contextual factors associated with these experiences. A national sample of 315 CGMs, drawn from two randomized clinical trials, completed an online survey in Spring of 2020. Results of a thematic analysis and supplemental quantitative analyses revealed three themes. First, access to technology and instructional supports were critical to the success of remote instruction, with barriers being difficulties using technology and poor‐quality remote instruction. Next, grandchild socioemotional difficulties, and fit with remote instruction, were central to their engagement and success with remote instruction. Finally, CGMs experienced multiple stressors related to managing the demands of remote instruction, work, and family. Challenges associated with remote instruction were related to pre‐pandemic difficulties such as grandchild problems and CGM depressive symptoms. Collectively, the results highlight how multiple adversities may have amplified grandchildren's existing vulnerability to negative outcomes. Implications are addressed, including strategies for supporting children raised by grandparents beyond the COVID‐19 pandemic. RESEARCH HIGHLIGHTS: Custodial grandmothers experienced challenges related to accessing technology and navigating poor‐quality remote instruction. Grandchildren's socioemotional health was central to their engagement and success with remote instruction. Custodial grandmothers experienced multiple stressors related to managing their grandchildren's remote instruction, and this was associated with grandmothers' pre‐pandemic stress and depressive symptoms.