Department of Pediatrics, Osaka Medical and Pharmaceutical Hospital, Takatsuki, Osaka, Japan.
Department of Education, Faculty of Education, Osaka Ohtani University, Tondabayashi, Osaka, Japan.
Pediatr Int. 2022 Jan;64(1):e15131. doi: 10.1111/ped.15131.
This study investigated the impact of coronavirus disease 2019 pandemic school closures on the mental health of school students with chronic diseases.
Questionnaires were distributed to students from 4th-9th grade diagnosed with chronic diseases at Osaka Medical College Hospital and their parents or caregivers. Questionnaires from 286 families were returned by mail after the schools reopened. The students were divided into the "psychosomatic disorder" group (group P, n = 42), the "developmental disorder" group (group D, n = 89), and the "other disease" group (group O, n = 155). Using students' self-reports on the Questionnaire for Triage and Assessment with 30 items, we assessed the proportion of students with a high risk of psychosomatic disorder in three groups. We investigated how the students requiring the support of somatic symptom (SS) felt about school during school closure. Further, using parents' and caregivers' answers, SS scores were calculated before and during school closure and after school reopening.
The proportion of students with a high risk of developing psychosomatic disorder increased in all groups. For the students in Group P, the response "I did not want to think about school" indicated an increase in SS scores, and for the students in Group O, "I wanted to get back to school soon" indicated a decrease. Furthermore, especially in Group P students, SS scores decreased transiently during school closure and increased after school reopening.
The impact of school closure on mental health differed depending on students' diagnoses and feelings about school during school closures.
本研究调查了 2019 年冠状病毒病大流行期间学校关闭对患有慢性病的学生心理健康的影响。
向大阪医科大学医院诊断患有慢性病的 4 至 9 年级学生及其父母或照顾者分发了问卷。在学校重新开学后，通过邮件收回了 286 个家庭的问卷。将学生分为“身心障碍”组（组 P，n = 42）、“发育障碍”组（组 D，n = 89）和“其他疾病”组（组 O，n = 155）。使用学生在有 30 个项目的《分诊和评估问卷》上的自我报告，我们评估了三组中身心障碍高风险学生的比例。我们调查了在学校关闭期间需要躯体症状（SS）支持的学生对学校的感受。此外，使用父母和照顾者的回答，在学校关闭之前、期间和之后计算了 SS 分数。
所有组中患有身心障碍风险增加的学生比例均增加。对于组 P 的学生，“我不想考虑学校”的回答表明 SS 分数增加，而对于组 O 的学生，“我想尽快回到学校”的回答表明 SS 分数减少。此外，尤其是在组 P 的学生中，SS 分数在学校关闭期间短暂下降，在学校重新开学后增加。
学校关闭对心理健康的影响因学生的诊断和在学校关闭期间对学校的感受而异。
