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Psychosocial impacts of home-schooling on parents and caregivers during the COVID-19 pandemic

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dc.contributor.authorCalear, Alison
dc.contributor.authorMcCallum, Sonia
dc.contributor.authorMorse, Alyssa Rhiannon
dc.contributor.authorBanfield, Michelle
dc.contributor.authorGulliver, Amelia
dc.contributor.authorCherbuin, Nicolas
dc.contributor.authorFarrer, Lou
dc.contributor.authorMurray, Kristen
dc.contributor.authorRodney Harris, Rachael
dc.contributor.authorBatterham, Philip
dc.date.accessioned2023-06-27T04:35:42Z
dc.date.available2023-06-27T04:35:42Z
dc.date.issued2022
dc.date.updated2022-04-03T08:22:00Z
dc.description.abstractBackground: The COVID-19 pandemic has been highly disruptive, with the closure of schools causing sudden shifts for students, educators and parents/caregivers to remote learning from home (home-schooling). Limited research has focused on home-schooling during the COVID-19 pandemic, with most research to date being descriptive in nature. The aim of the current study was to comprehensively quantify the psychosocial impacts of home-schooling on parents and other caregivers, and identify factors associated with better outcomes. Methods: A nationally representative sample of 1,296 Australian adults was recruited at the beginning of Australian COVID-19 restrictions in late-March 2020, and followed up every two weeks. Data for the current study were drawn from waves two and three. Surveys assessed psychosocial outcomes of psychological distress, work and social impairment, and wellbeing, as well as a range of home-schooling factors. Results: Parents and caregivers who were home-schooling during the COVID-19 pandemic experienced signifcantly higher levels of psychological distress and work/social impairment compared to those who were not home-schooling or had no school-aged children. A current mental health diagnosis or lower levels of perceived support from their child’s school negatively afected levels of psychological distress, work and social impairment, and wellbeing in parents and caregivers involved in home-schooling. Conclusions: The mental health impacts of home-schooling were high and may rise as periods of home-schooling increase in frequency and duration. Recognising and acknowledging the challenges of home-schooling is important, and should be included in psychosocial assessments of wellbeing during periods of school closure. Emotional and instrumental support is needed for those involved in home-schooling, as perceived levels of support is associated with improved outcomes. Proactive planning by schools to support parents may promote better outcomes and improved home-schooling experiences for students. Keywords: COVID-19, Psychological distress, Impairment, Home-schooling, Parentsen_AU
dc.description.sponsorshipThis project was supported by funding from the College of Health and Medicine at the Australian National University. ALC is supported by National Health and Medical Research Council (NHMRC) fellowships 1173146. LMF is supported by Australian Research Council DECRA DE190101382. PJB is supported by NHMRC Fellowship 1158707. The funding body did not have a role in the study design; in the collection, analysis and interpretation of the data; in the writing of the paper; or in the decision to submit the paper for publication.en_AU
dc.format.mimetypeapplication/pdfen_AU
dc.identifier.issn1471-2458en_AU
dc.identifier.urihttp://hdl.handle.net/1885/293726
dc.language.isoen_AUen_AU
dc.provenanceThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativeco mmons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.en_AU
dc.publisherBioMed Central Ltd.en_AU
dc.relationhttp://purl.org/au-research/grants/nhmrc/GNT1158707en_AU
dc.relationhttp://purl.org/au-research/grants/arc/DE190101382en_AU
dc.rights© The Author(s) 2022. Open Accessen_AU
dc.rights.licenseCreative Commons Attribution Licenseen_AU
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_AU
dc.sourceBMC Public Healthen_AU
dc.subjectCOVID-19en_AU
dc.subjectPsychological distressen_AU
dc.subjectImpairmenten_AU
dc.subjectHome-schoolingen_AU
dc.subjectParentsen_AU
dc.titlePsychosocial impacts of home-schooling on parents and caregivers during the COVID-19 pandemicen_AU
dc.typeJournal articleen_AU
dcterms.accessRightsOpen Accessen_AU
local.bibliographicCitation.issue119en_AU
local.bibliographicCitation.lastpage8en_AU
local.bibliographicCitation.startpage1en_AU
local.contributor.affiliationCalear, Alison, College of Health and Medicine, ANUen_AU
local.contributor.affiliationMcCallum, Sonia, College of Health and Medicine, ANUen_AU
local.contributor.affiliationMorse, Alyssa, College of Health and Medicine, ANUen_AU
local.contributor.affiliationBanfield, Michelle, College of Health and Medicine, ANUen_AU
local.contributor.affiliationGulliver, Amelia, College of Health and Medicine, ANUen_AU
local.contributor.affiliationCherbuin, Nicolas, College of Health and Medicine, ANUen_AU
local.contributor.affiliationFarrer, Lou, College of Health and Medicine, ANUen_AU
local.contributor.affiliationMurray, Kristen, College of Health and Medicine, ANUen_AU
local.contributor.affiliationRodney Harris, Rachael, College of Health and Medicine, ANUen_AU
local.contributor.affiliationBatterham, Philip, College of Health and Medicine, ANUen_AU
local.contributor.authoruidCalear, Alison, u4245801en_AU
local.contributor.authoruidMcCallum, Sonia, u1016601en_AU
local.contributor.authoruidMorse, Alyssa, u4528244en_AU
local.contributor.authoruidBanfield, Michelle, u3599786en_AU
local.contributor.authoruidGulliver, Amelia, u3287897en_AU
local.contributor.authoruidCherbuin, Nicolas, u3184049en_AU
local.contributor.authoruidFarrer, Lou, u4036719en_AU
local.contributor.authoruidMurray, Kristen, u4115034en_AU
local.contributor.authoruidRodney Harris, Rachael, u1039092en_AU
local.contributor.authoruidBatterham, Philip, u4435982en_AU
local.description.notesImported from ARIESen_AU
local.identifier.absfor420600 - Public healthen_AU
local.identifier.absseo200409 - Mental healthen_AU
local.identifier.ariespublicationu6084937xPUB7en_AU
local.identifier.citationvolume22en_AU
local.identifier.doi10.1186/s12889-022-12532-2en_AU
local.publisher.urlhttps://bmcpublichealth.biomedcentral.com/en_AU
local.type.statusPublished Versionen_AU

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