Division of Developmental Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI.
Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI.
J Dev Behav Pediatr. 2022;43(5):e288-e295. doi: 10.1097/DBP.0000000000001085. Epub 2022 May 18.
The purpose of this study was to assess the prevalence of child behavior, academic and sleep concerns, and parent stress and depression symptoms during COVID-19; to test associations of parent-child well-being with child school format; and to examine effect moderation by child race/ethnicity and material hardship.
A total of 305 English-speaking parents of elementary school-age children completed online surveys regarding demographics, child school format, behavior, learning-related experiences, sleep, and parent stress and depression symptoms. Multivariable linear and logistic regression analyses examined associations of school format with child and parent outcomes.
Children were aged 5.00 to 10.99 years, with 27.8% underrepresented minority race/ethnicity. Per parental report, 27.7% attended school in-person, 12.8% hybrid, and 59.5% remote. In multivariable models, compared with children receiving in-person instruction, children receiving remote instruction exhibited more hyperactivity (β 0.94 [95% confidence interval, 0.18-1.70]), peer problems (β 0.71 [0.17-1.25]), and total behavioral difficulties (β 2.82 [1.11-4.53]); were less likely to show academic motivation (odds ratio [OR] 0.47 [0.26-0.85]) and social engagement (OR 0.13 [0.06-0.25]); were more likely to show schoolwork defiance (OR 2.91 [1.56-5.40]); and had a later sleep midpoint (β 0.37 [0.18-0.56]) and higher odds of cosleeping (OR 1.89 [1.06-3.37]). Associations of remote learning with behavior difficulties were stronger for children without material hardships.
Children receiving remote and hybrid instruction were reported to have more difficulties compared with children receiving in-person instruction. Children with material hardships showed more behavior challenges overall but less associated with school format. Therefore, planning for a return to in-person learning should also include consideration of family supports.
本研究旨在评估 COVID-19 期间儿童行为、学业和睡眠问题、父母压力和抑郁症状的流行情况；检验父母-子女健康状况与儿童学校模式的关联；并考察儿童种族/民族和物质困难的调节作用。
共有 305 名英语为母语的小学生家长完成了关于人口统计学、儿童学校模式、行为、学习相关体验、睡眠以及父母压力和抑郁症状的在线调查。多变量线性和逻辑回归分析检验了学校模式与儿童和家长结果的关联。
儿童年龄为 5.00 至 10.99 岁，代表性不足的少数族裔/族裔比例为 27.8%。据家长报告，27.7%的儿童在校接受面授教育，12.8%的儿童接受混合式教育，59.5%的儿童接受远程教育。在多变量模型中，与接受面授教育的儿童相比，接受远程教育的儿童表现出更多的多动（β 0.94 [95%置信区间，0.18-1.70]）、同伴问题（β 0.71 [0.17-1.25]）和总体行为困难（β 2.82 [1.11-4.53]）；较少表现出学业动机（比值比 [OR] 0.47 [0.26-0.85]）和社交参与（OR 0.13 [0.06-0.25]）；更有可能表现出对家庭作业的反抗（OR 2.91 [1.56-5.40]）；并且睡眠中点（β 0.37 [0.18-0.56]）较晚，更有可能与父母同睡（OR 1.89 [1.06-3.37]）。对于没有物质困难的儿童，远程学习与行为困难的关联更强。
与接受面授教育的儿童相比，接受远程和混合式教育的儿童报告存在更多困难。有物质困难的儿童总体表现出更多的行为挑战，但与学校模式的关联较小。因此，计划恢复面授学习也应考虑家庭支持。
