Department of Public Health and Welfare, The Finnish Institute for Health and Welfare, Helsinki, Finland.
Department of Public Health and Welfare, The Finnish Institute for Health and Welfare, Helsinki, Finland.
J Adolesc Health. 2024 May;74(5):916-924. doi: 10.1016/j.jadohealth.2023.12.006. Epub 2024 Feb 5.
Shifting to distance learning due to COVID-19 may decrease teacher support and increase family conflicts, potentially increasing anxiety. Nevertheless, there is scarce information on this topic among disability and/or immigrant-origin groups. Thus, we investigated whether these minority groups reported more anxiety than the reference group-Finnish-origin youth without disabilities-and whether unmet needs for support in distance learning and family conflicts mediated differences in anxiety during the pandemic. Differences in these mediators were also investigated.
Population-based data of 165,033 youth aged 12 to 29 from the cross-sectional Finnish School Health Promotion study were obtained in 2021 using total population sampling. Logistic regressions with Stata were used to investigate the differences between the target (youth with disabilities, immigrant backgrounds, or both of these characteristics) and reference groups. The Karlson-Holm-Breen method was used to test for mediation.
The groups with disabilities (odds ratio [OR] = 4.14 [95% confidence interval (CI): 4.02-4.27]), immigrant backgrounds (OR = 1.15 [95% CI: 1.06-1.25]), or both of these characteristics (OR = 5.03 [95% CI: 4.59-5.52]) reported anxiety more often than the reference group. The difference between the minority and reference groups in unmet needs in distance learning and family conflicts were significant. Immigrant-origin youth with disabilities were most vulnerable to family conflicts, and the groups with disabilities were more prone to unmet needs. Unmet needs and family conflicts accounted for 28% of the association between immigrant-origin youth without disabilities and anxiety, whereas the mediating percentage was smaller for immigrant-origin youth with disabilities (13%) and Finnish-origin youth with disabilities (11%).
Immigrant-origin youth with disabilities need targeted support to prevent anxiety. Alleviating family conflicts and unmet needs in distance learning during crises could help decrease anxiety. Support for distance learning should be provided to youth with disabilities, regardless of their immigrant backgrounds.
由于 COVID-19 而转向远程学习可能会减少教师支持并增加家庭冲突，从而潜在地增加焦虑。然而，在残疾和/或移民背景群体中，关于这个话题的信息很少。因此，我们调查了这些少数群体是否比参考群体-无残疾的芬兰裔青年报告了更多的焦虑，以及在大流行期间，远程学习和家庭冲突中未满足的支持需求是否会导致焦虑程度的差异。还调查了这些中介因素的差异。
使用全人群抽样方法，于 2021 年从横断面芬兰学校健康促进研究中获取了 165033 名 12 至 29 岁青少年的基于人群的数据。使用 Stata 进行逻辑回归，以调查目标群体（残疾青年、移民背景青年或同时具有这两种特征的青年）与参考群体之间的差异。使用 Karlson-Holm-Breen 方法检验中介作用。
残疾群体（比值比 [OR] = 4.14 [95%置信区间 (CI)：4.02-4.27]）、移民背景群体（OR = 1.15 [95% CI：1.06-1.25]）或同时具有这两种特征的群体（OR = 5.03 [95% CI：4.59-5.52]）报告焦虑的频率高于参考群体。少数群体与参考群体在远程学习和家庭冲突中未满足的需求之间存在显著差异。残疾移民背景青年最容易受到家庭冲突的影响，而残疾群体更容易出现未满足的需求。未满足的需求和家庭冲突占无残疾移民背景青年焦虑的 28%，而残疾移民背景青年和芬兰裔残疾青年焦虑的中介百分比较小（分别为 13%和 11%）。
残疾移民背景青年需要有针对性的支持，以预防焦虑。在危机期间缓解家庭冲突和远程学习中的未满足需求可能有助于减轻焦虑。无论残疾青年的移民背景如何，都应为其提供远程学习支持。
