Clinical Trials Unit, University of Warwick, Coventry, CV4 7AL, England.
BMC Public Health. 2022 May 4;22(1):889. doi: 10.1186/s12889-022-13305-7.
Following the emergence of COVID-19 in the UK, on March 18 2020 the majority of schools in England closed and families and teachers were tasked with providing educational support for children and adolescents within the home environment. Little is known, however, regarding the impact of remote teaching and learning on the mental wellbeing of parents/carers and teaching staff.
The Coronavirus Education (COV-ED) online survey explored the practicalities of learning and teaching from home for 329 parents/carers and 117 teachers of 11-15 year old adolescents in England, during June/July 2020, and the associated impact on their mental wellbeing. Participants were recruited through schools and via University of Warwick social media channels. Data was analysed using a series of Multiple Linear and Multivariate Regressions.
Despite coping well with the challenges of remote learning, a third of teachers reported below average mental wellbeing on the Warwick-Edinburgh Mental Wellbeing Scale. Multivariate regression revealed that wellbeing was associated with access to resources and confidence to teach from home. Almost half of parents/carers surveyed reported below average wellbeing. Multivariate regression revealed that poor wellbeing was more common in those who were also working from home and who lacked support for their own mental health. Concerns about their child's mental health and lack of access to electronic devices and workspace were also significantly associated with the mental wellbeing of parents/carers.
Whilst young people's mental health and wellbeing has, and continues to be a national priority, the mental health and wellbeing of the families and teachers supporting them has not previously been explored. Our survey population was of predominantly white British heritage, female and living in the West Midlands UK, therefore, findings should be treated with caution. Findings provide a snapshot of factors that may be of significance to families and schools in supporting the mental wellbeing of those tasked with learning from home. They will help i) increase knowledge and awareness with regard to future support of families and teachers during similar crises; ii) enable the design and development of practical solutions in the delivery of remote teaching and learning; and, iii) help address the mental wellbeing needs of those tasked with supporting adolescents.
在英国出现 COVID-19 之后，2020 年 3 月 18 日，英格兰的大多数学校关闭，家庭和教师的任务是在家庭环境中为儿童和青少年提供教育支持。然而，对于远程教学对家长/照顾者和教师的心理健康的影响知之甚少。
冠状病毒教育（COV-ED）在线调查在 2020 年 6 月/7 月期间，针对英格兰 11-15 岁青少年的 329 名家长/照顾者和 117 名教师进行了家庭学习的实际情况，并探讨了其对心理健康的影响。参与者是通过学校和华威大学的社交媒体渠道招募的。使用一系列多元线性和多元回归分析对数据进行分析。
尽管教师们很好地应对了远程学习的挑战，但三分之一的教师报告称，在华威-爱丁堡心理健康量表上的心理健康水平低于平均水平。多元回归显示，幸福感与获得资源和在家教学的信心有关。近一半的家长/照顾者报告称，他们的幸福感低于平均水平。多元回归显示，那些同时在家工作且缺乏对自身心理健康支持的人，幸福感更差。对孩子心理健康的担忧以及缺乏电子设备和工作空间也与家长/照顾者的心理健康显著相关。
虽然年轻人的心理健康和幸福感一直是国家的优先事项，但支持他们的家庭和教师的心理健康和幸福感以前从未被探讨过。我们的调查人群主要是白种英国血统、女性，居住在英国西米德兰兹，因此，调查结果应谨慎对待。调查结果提供了一些因素的快照，这些因素可能对家庭和学校支持在家学习的人具有重要意义。它们将有助于：i）增加在类似危机中支持家庭和教师的未来支持方面的知识和意识；ii）使远程教学和学习的实施能够设计和开发实用的解决方案；iii）帮助满足支持青少年的人员的心理健康需求。
