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240412s2023 xx |||||o 00| ||eng c |
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|a 10.1177/01430343221128192
|2 doi
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|a eng
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| 100 |
1 |
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|a Goodwin, Aijah K B
|e verfasserin
|4 aut
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| 245 |
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|a The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and their Caregivers
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|c 2023
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|a Text
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|a ƒaComputermedien
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|a ƒa Online-Ressource
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|a Date Revised 13.04.2024
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|a published: Print-Electronic
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|a Citation Status PubMed-not-MEDLINE
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|a © The Author(s) 2022.
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|a Given the individual and systemic stress endured by children and families during the COVID-19 pandemic, research examining culturally responsive school experiences and supports to enhance resilience is critical. This study examined the relationship between caregivers' perceptions of COVID-19 impact, mental health distress among children and caregivers, and school-based sociocultural protective factors, including culturally responsive practices in schools and the relationships between teachers and caregivers, concurrently and longitudinally. Data were collected from caregivers of elementary-aged children at two-time points from March to April 2020 (N = 174) and one year later in 2021 (N = 114). Regression analyses revealed that COVID-19 impact positively predicted and parent-teacher joining negatively predicted mental health concerns among children and families, concurrently and longitudinally. Furthermore, there was a positive relationship between caregivers' perceptions of teachers' social awareness and justice practices and mental health symptoms for children in 2020. Parent-teacher joining longitudinally moderated the relationship between COVID-19 impact and caregivers' mental health concerns. This study provides implications regarding sociocultural resilience factors that should be considered in schools amidst the COVID-19 pandemic
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|a Journal Article
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|a COVID-19
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| 650 |
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|a cultural responsiveness
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| 650 |
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|a elementary school
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| 650 |
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|a mental health
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| 650 |
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|a parent-teacher relationships
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| 650 |
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|a protective factors
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| 650 |
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4 |
|a resilience
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| 700 |
1 |
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|a Roberson, Anthony J
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Watson, Ar'Reon
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Chen, Grace L
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Long, Anna C J
|e verfasserin
|4 aut
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| 773 |
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|i Enthalten in
|t School Psychology International
|d 1995
|g 44(2023), 2 vom: 01. Apr., Seite 154-171
|w (DE-627)NLM098178148
|x 0143-0343
|7 nnas
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| 773 |
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|g volume:44
|g year:2023
|g number:2
|g day:01
|g month:04
|g pages:154-171
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|u http://dx.doi.org/10.1177/01430343221128192
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