Children who are given a virtual school are at increased risk of mental health problems

March 19, 2021

2 min read

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According to the study results published in the MMWR, virtual school lessons can pose a greater risk to the mental health of parents and children than personal lessons.

“Changes in teaching methods have created psychosocial stressors in children and parents that can increase mental health and well-being risk and exacerbate educational and health gaps.” Jorge V. To lend, PhD, of the CDC’s Youth and School Health Division at the National Center for HIV / AIDS, Viral Hepatitis, Sexually Transmitted Diseases and TB Prevention, and colleagues. “CDC examined differences in children’s and parents’ experiences, as well as indicators of well-being by the type of schooling the children are taught (ie, only in person) [in-person], only virtual [virtual]or combined virtual and personal [combined]) using data from the nationwide survey by COVID Experiences. “

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Investigators used the University of Chicago’s AmeriSpeak Panel’s NORC to conduct the survey online or by phone from 1,290 parents with children ages 5 to 12 between October 8, 2020 and November 13, 2020. A total of 45.7%, 30.9% and 23.4% of the respondents indicated that their child had received virtual lessons, in-person lessons or combined lessons. Parents provided data about their child’s experience and well-being, e.g. B. Changes in physical activity and time outdoors since the outbreak of the pandemic. physical, mental and emotional health before and after the onset of the pandemic; and current anxiety and depression measures. In addition, they provided answers about their own well-being and experiences, such as emotional stress, job stability and childcare challenges.

The results showed decreased physical activity, less time outdoors, personal time with friends, and virtual time with friends, and deterioration in mental or emotional health in children who received virtual lessons compared to children who received personal lessons on parental reporting . Parents of children who received combined lessons reported the same results for their child as children of children who received virtual lessons, with the exception of a reduced virtual time with friends compared to those who received face-to-face lessons. In addition, those who received combined classes had a higher rate of physical activity and time outdoors than those who received virtual classes.

Parents whose children received virtual tuition compared to parents whose children received face-to-face tuition were more likely to report absenteeism, job stability concerns, childcare issues, work-childcare conflicts, emotional distress, and insomnia. Those whose children received combined education were more likely than those whose children were given face-to-face tuition to report job loss and conflicts between work and childcare. Those whose children received virtual lessons compared to those whose children received combined lessons were more likely to report emotional distress.

“Children in virtual or combined classes and their parents may need additional support to relieve stress, including linking to social and mental health services and being able to exercise safely to reduce the risks associated with chronic health conditions” , wrote Verlenden and colleagues. “Culturally applicable support programs and resources may be justified to meet community needs, ensure equitable access to services, and address health or educational inequalities for families from ethnic and racial minority groups. These results underscore the importance of personal learning for the physical and mental well-being of children and for the emotional well-being of parents. Community-wide action to reduce the incidence of COVID-19 and support mitigation strategies in schools is vital to support the return of students to face-to-face learning. “

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