The Impact of Virtual Schooling Due to COVID-19 Restrictions on Children’s Mood and Behavior in the Clinical Context

Abstract

The COVID-19 pandemic has caused significant educational system disruptions, leading to the transition to virtual schooling. This study evaluated the mood and behavioral shifts in students attending virtual school during COVID-19 restrictions. Participants included 66 children aged 6 to 14 and their parents from a pediatric outpatient clinic. A self-administered questionnaire was used to collect data, ADHD symptoms using Connor’s modified scale, and parental stress levels using the Parental Stress Scale (PSS). Statistical analysis included descriptive statistics, Mann-Whitney Z-test, and Pearson correlation. ADHD scores and parental stress levels showed a substantial unfavorable connection. 60.6% of the 66 surveyed students were between 10 and 14; most were females (77.3%). Asthma was the most prevalent (7.6%), while nearly two-thirds (63.6%) reported being in good health during the epidemic. Between the PSS and ADHD scores, there was a strong negative connection (r=-0.387). There were no discernible variations between the children’s sociodemographic factors and their ADHD and PSS scores. Most kids scored within the normal range, with the mean ADHD score overall being 11.3. Children attending virtual school during COVID-19 restrictions did not appear to be significantly affected in terms of mood and behavior, as reported by parents. Parental stress, subsequently, was extremely high. The epidemic calls for the development of treatment plans for parental psychological issues. It is necessary to conduct further research to comprehend how virtual schooling affects children’s well-being fully.