Abstract
This study aims to explore the psychosocial and behavioral problems of children and adolescents in the early stage of reopening schools. In this national cross-sectional study, a total of 11072 students from China were naturally divided into two groups based on their schooling status: reopened schools (RS) and home schooling (HS) group. The psychosocial and behavioral functioning were measured by Achenbach Child Behaviour Checklist (CBCL) and compared in these two groups. Multivariable logistic regression analyses were conducted to explore the independent predictors associated with the psychosocial and behavioral problems. Our results showed that the students in the RS group had more adverse behaviors than that of HS group. The RS group had the higher rates of parent-offspring conflict, prolonged homework time, increased sedentary time and sleep problems (all p < 0.001). When separate analyses were conducted in boys and girls, the RS group had the higher scores for (1) overall behavioral problems (p = 0.02 and p = 0.01), internalizing (p = 0.02 and p = 0.02) and externalizing (p = 0.02 and p = 0.004) behaviors in the 6–11 age group; (2) externalizing (p = 0.049 and p = 0.006) behaviors in the 12–16 age group. Multivariable regression showed parent-offspring conflict and increased sedentary time were the most common risk factors, while physical activity and number of close friends were protective factors for behavior problems in RS students (p < 0.01 or 0.05). The present study revealed that students’ psychosocial and behavioral problems increased in the early stage of schools reopened unexpectedly. These findings suggest that close attention must be paid and holistic strategies employed in the school reopening process of post-COVID-19 period.
Highlights
In the past year, the world saw the coronavirus disease (COVID-19) outbreak affect countries in waves more widespread on a global scale than SARS and other epidemics[1,2,3]
The reopening of schools at different times set by local education departments across the country provided an opportunity to evaluate the behavioral impact on children and adolescents over the naturally occurring course of reopening schools versus continued home schooling
This study is the first national crosssectional survey to explore the psychosocial impact of reopening schools after long-term home confinement and online schooling, including the identification of risk and protective factors during these two phases
Summary
The world saw the coronavirus disease (COVID-19) outbreak affect countries in waves more widespread on a global scale than SARS and other epidemics[1,2,3]. Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic, thereby impacting over 60% of the world’s student population[5]. In order to mitigate the negative consequences on students during home confinement, the government, National Health Commission, medical health specialists, schools and parents worked together to provide activities to maintain routines and distract children from the harsh reality of the epidemic[6,7,8,9]. Measures undertaken to further minimize adverse social-emotional effects of school closures included increased offerings for parent-offspring activities, a reduction in academic load, and a shift in the routine communication of daily life from the schools to the online class clusters in home schooling programs[12,13]
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