Collet Ophélie A, Orri Massimiliano, Galéra Cédric, Loose Tianna, Perron Bertrand, Larose Simon, Charland Patrick, Haeck Catherine, Côté Sylvana M
Université de Montréal, Montreal, Canada.
McGill University, Montreal, Canada.
Prev Sci. 2025 Jan 29. doi: 10.1007/s11121-025-01773-3.
The COVID-19 pandemic instigated changes in almost all aspects of youth's life. While numerous studies have been implemented to understand how these changes are related to youth's development, few concerned large representative samples. This study introduces the methodology and initial results of the Quebec (Canada) Resilience Project (QRP), a representative longitudinal study. The QRP encompassed three phases: (a) 2017 census survey assessing school readiness in kindergarteners before the pandemic (n = 83,335, aged 6 years); (b) 2021 questionnaire study assessing family functioning during COVID-19-related lockdowns (n = 4524, aged 10 years); and (c) 2022 questionnaire survey assessing children's school performance and mental health post-lockdowns (n = 8217, aged 11 years). In total, 3871 children were assessed either by parents or teachers in the three phases. We explored factors associated with children school performance (maths, reading, and writing) and mental health (emotional, withdrawal, hyperactivity/impulsivity/inattention, and conduct problems symptoms). Population weights were estimated from census data to maintain the representativeness of the population. School readiness vulnerability in kindergarten and parental anxiety and depression during lockdowns were associated with both children's lower school performances and higher levels of all mental health symptoms post-lockdown. Loss in family income and parental difficulties in maintaining work-life balance during lockdowns were associated with children's lower school performance and higher levels of some mental health symptoms (emotional and hyperactivity/impulsivity/inattention) post-lockdown. The results underscore that pandemic-related disruptions were negatively associated with children's school performance, emphasizing the need for interventions in the school environment. Associations between pandemic-related disruptions and children mental health were less consistent yet emphasize the importance of parental mental health.
新冠疫情几乎在青少年生活的各个方面引发了变化。尽管已经开展了大量研究来了解这些变化与青少年发展之间的关系，但很少有研究涉及具有广泛代表性的样本。本研究介绍了魁北克（加拿大）复原力项目（QRP）的方法和初步结果，这是一项具有代表性的纵向研究。QRP包括三个阶段：（a）2017年的人口普查调查，评估疫情前幼儿园儿童的入学准备情况（n = 83335，6岁）；（b）2021年的问卷调查，评估与新冠疫情相关的封锁期间的家庭功能（n = 4524，10岁）；以及（c）2022年的问卷调查，评估封锁解除后儿童的学业成绩和心理健康状况（n = 8217，11岁）。总共有3871名儿童在这三个阶段由家长或教师进行了评估。我们探讨了与儿童学业成绩（数学、阅读和写作）以及心理健康（情绪、退缩、多动/冲动/注意力不集中和行为问题症状）相关的因素。根据人口普查数据估计了人口权重，以保持人口的代表性。幼儿园入学准备方面的脆弱性以及封锁期间父母的焦虑和抑郁与儿童较低的学业成绩以及封锁解除后所有心理健康症状的较高水平都有关联。家庭收入的损失以及封锁期间父母在维持工作与生活平衡方面的困难与儿童较低的学业成绩以及封锁解除后某些心理健康症状（情绪和多动/冲动/注意力不集中）的较高水平有关。结果强调，与疫情相关的干扰与儿童的学业成绩呈负相关，突出了在学校环境中进行干预的必要性。与疫情相关的干扰与儿童心理健康之间的关联不太一致，但强调了父母心理健康的重要性。
