Parents Of School-aged Children Research Articles

Climate change anxiety among parents of school-aged children in the UK: experience as a common predictor of cognitive-emotional and functional impairments

ABSTRACT Climate change anxiety (CCA) is distress about climate change and its impacts on the environment and human health. CCA is manifested as cognitive-emotional impairment and functional impairment. CCA has been increasingly recognised in the mental health field, however, how to reduce CCA remains uninformed. Parents of school-aged children are vulnerable to CCA, due to parenting stress and worries for the future. We aimed to identify predictors of CCA impairment, from experience of climate change, behavioural engagement, and number of children among parents of school-aged children. A convenience sample of 126 parents (82 mothers and 44 fathers) responded to an online survey. Multiple regression analyses were used. After controlling for age and gender, (a) experience of climate change (b = 0.16, p < 0.01, 95%CI 0.06–0.27) and behavioural engagement (b = 0.31, p < 0.05, 95%CI 0.08–0.55) predicted cognitive-emotional impairment, and (b) experience of climate change predicted functional impairment (b = 0.20, p < 0.01, 95%CI 0.08–0.31). Experience of climate change was a common predictor. Cognitive re-appraisal and compassion practice may help alter the experiential aspect of climate change to mitigate CCA. Future research needs to evaluate the mechanism of climate change experience in order to effectively reduce CCA.

Parental and Teacher Perspectives on Children’s Use of the Internet

As a result of the COVID-19 pandemic, the use of technology and the internet was highlighted when teachers were encouraged to prepare teaching materials, so that online classes could be conducted smoothly and children`s education could continue. This form of teaching and activities, as well as isolation itself, resulted in children spending hours in front of the screen. The paper will present the results of a survey of the opinions of teachers (N=43) and parents of school-age children (N=55), regarding the habits, benefits and dangers of using the internet by children in the lower grades of elementary school. Descriptive and frequency analysis, as well as z-test and t-test, were used to process the obtained data in order to determine whether there is a difference in the opinion of teachers and parents about the forms of the child's use of the internet, the benefits and safety of using the internet.

Developing community-based physical activity interventions and recreational programming for children in rural and smaller urban centres: a qualitative exploration of service provider and parent experiences

BackgroundChildren’s physical inactivity is a persisting international public health concern. While there is a large body of literature examining physical activity interventions for children, the unique physical activity context of low-density communities in rural areas and smaller urban centres remains largely underexplored. With an influx of families migrating to rural communities and small towns, evaluations of health promotion efforts that support physical activity are needed to ensure they are meeting the needs of the growing populations in these settings. The aim of this community-based research was to explore service providers’ and parents’ perspectives on physical activity opportunities available in their community and recommendations toward the development and implementation of efficacious physical activity programming for children in rural communities and smaller urban centres.MethodsThree in-person community forums with recreation service providers (n = 37 participants) and 1 online community forum with the parents of school-aged children (n = 9 participants) were hosted. An online survey and Mentimeter activity were conducted prior to the community forums to gather participants’ views on the barriers and facilitators to physical activities and suggestions for activity-promoting programs. The service provider and parent discussions were audio-recorded, transcribed verbatim, and analyzed following a deductive approach guided by Hseih and Shannon’s (2005) procedure for direct content analysis. A code list developed from the responses to the pre-forum survey and Mentimeter activity was used to guide the analysis and category development.ResultsSeven distinct categories related to the existing physical activity opportunities and recommendations for programs in rural communities and smaller urban centres were identified during the analysis: (1) Recovery from Pandemic-Related Measures, (2) Knowledge and Access to Programs, (3) Availability, (4) Personnel Support, (5) Quality of Programs and Facilities, (6) Expenses and Subsidies, and (7) Inclusivity and Preferences.ConclusionTo improve the health and well-being of children who reside in low-density areas, the results of this study highlight service provider and parent recommendations when developing and implementing community-based physical activity programs and interventions in rural and smaller urban settings, including skill development programs, non-competitive activity options, maximizing existing spaces for activities, and financial support.

Parental Stress and Psychological Distress and Their Association With Spousal Support Among Parents of School-Age Children During the COVID-19 Pandemic in South India: A Cross-Sectional Observational Study.

The COVID-19 pandemic presented unprecedented challenges to families in the form of social isolation, economic difficulties and inaccessibility of educational and supportive services. To assess the levels of parental stress and psychological distress among parents of school-age children during the COVID-19 pandemic and to analyse its correlation with spousal support. A cross-sectional, web-based study was conducted among the parents of school-age children in south India. One hundred thirty-two completed responses were obtained. Study tools included Parental Stress Scale, Spouse Support Scale and Kessler's psychological distress scale-6 item version. The mean parental stress score was 42.39 ± 9.679. Sixty percent of the participants reported moderate to high levels of psychological distress. Parental stress and psychological distress scores were noted to have a significant negative correlation with spousal support scores (r=-.486, p=.000 and r=-.401, p=.000 respectively). Our study findings show that the COVID-19 pandemic has taken a toll on the psychological well-being of parents of school-age children. Supportive interventions to address parenting difficulties need to be undertaken to prevent long-term adverse mental health outcomes. Lessons learnt from the pandemic are important for clinicians and policymakers to take measures to alleviate parental stress as well as to promote the psychological well-being of parents and children.

Move & Thrive: Development of a Web-Based Training for Schools About Trauma-Informed Physical Activity.

Youth who have experienced trauma or other adverse childhood events have the potential to uniquely benefit from physical activity (PA). However, how PA is administered in schools can be re-traumatizing and fail to create positive experiences through movement. We sought to develop role-specific training to help increase the implementation of trauma-informed PA. Guided by intervention mapping methodology, we developed "Move & Thrive"-a brief web-based training about trauma-informed PA. We then conducted a pilot evaluation of this training using a pre-posttest design with no control group in a sample of youth sport coaches, parents of school-aged children, and teachers (n = 150) recruited from an online opt-in non-probability panel. Mixed methods feedback found that "Move & Thrive" was highly acceptable. Across all roles (coaches, teachers, and parents/guardians) there were statistically significant increases in all targeted implementation determinants (knowledge, attitudes, self-efficacy, and perceived resources/support), with moderate to large effect sizes. These results provide the foundation for a larger, adequately powered trial with randomization and follow-up to assess the implementation of trauma-informed PA.

Serial Dual Mediating Effects of Parenting Stress on Life Satisfaction among Parents of School-Aged Children with Chronic Conditions.

This study examines the serial dual mediating effects of marital conflict and self-esteem on the relationship between parenting stress and life satisfaction in parents of school-aged children with chronic conditions. This study aims to present foundational data for developing nursing interventions for parents caring for children with chronic illnesses. Of the 2150 parents who participated in the 13th Panel Study on Korean Children (PSKC), 271 raising a child with a chronic illness were enrolled in the study. The serial dual mediating effect was analyzed using PROCESS macro Model 6. The serial dual mediating effects of parenting stress, marital conflict, and self-esteem on parents' life satisfaction were analyzed. Marital conflict and self-esteem had significant serial multiple mediating effects on the relationship between stress and life satisfaction in fathers (B = -0.11, bootstrap 95% CI = -0.16--0.06) and mothers (B = -0.06, bootstrap 95% CI = -0.09--0.03). Our results suggest that marital conflict increases with increasing parenting stress and that increased marital conflict sequentially reduces self-esteem, ultimately diminishing life satisfaction in parents raising a child with a chronic condition. Thus, relevant nursing interventions and social support are essential to boost the life satisfaction of parents raising children with chronic conditions.

Awareness and knowledge of scabies and ringworm among parents of school-age children in Calabar, Cross River State, Nigeria: Implications for prevention of superficial skin infestations.

Risk factors for the persistence of superficial skin infestations are prevalent in humid tropical environments, which are favorable for breeding of the causative vector mite Sarcoptes scabiei (ectoparasite) and dermatophyte fungi. This study aimed at assessing the awareness and knowledge of childhood scabies and ringworm infestations among parents in Calabar, a highly humid rainforest tropical environment. Cross-sectional study design and systematic random sampling were used to recruit school-age children in selected primary schools in Calabar. Researcher-driven administration of a structured questionnaire was conducted to obtain quantitative data from parents of recruited children. : Chi-square was used to assess factors associated with ever hearing or seeing scabies and ringworm infestations. Statistical significance was set at P < 0.05. One hundred and eighty-two (56.7%) and 218 (67.9%) of the respondents had heard of or seen scabies and ringworm infestation. Among respondents that were aware of scabies, 53.3% knew of the cause, 50.5% were aware of the risk factors while 68.1% and 78.0% knew their treatment and prevention, respectively; 98.6%, 60.6%, 76.6%, and 80.7% of respondents knew the cause, risk factors, treatment, and prevention of ringworm infestation, respectively. Fathers with at least secondary school literacy level and sharing beds were significantly associated with awareness of scabies. There is a suboptimal level of awareness and knowledge of two of the most common superficial skin infestations among parents of primary school children in the study setting. There is a need to redouble our effort at sensitization of parents toward improved awareness of these common infestations.

“Covid-19 Shock” and Identified Benefits for Improved Pre-Service Chemistry Teacher Education

Abstract The global pandemic has forced many people to make significant changes in their work, personal lives, and everyday duties and activities. This metamorphosis has also significantly affected education systems. Implemented research activity in the learning process and emphasised the development of children’s cooperation have recently been limited and often unattainable because of learner isolation, prevailing home education, and different countries’ COVID-19 quarantine measures. Herein, we investigated and tested the 2020 European spring preparedness, commitment, and erudition of in-service and pre-service teachers and parents in remote education. We profiled the following three paradigm models of successful remote education; specific experience of in-service and pre-service chemistry teachers and the parents of school-age children. Here, we concentrated on sensitive identification of the most common problems, disadvantages, and risks. Prospective teacher training should concentrate more on remote education. It should help develop teachers’ didactic competencies and increase their motivation and willingness to participate in this mode of education.

Social Determinants of Health Influence on COVID-19 Exposure and Impact among Parents of School-Aged Children: A Longitudinal Report

Social Determinants of Health Influence on COVID-19 Exposure and Impact among Parents of School-Aged Children: A Longitudinal Report

Theorizing the Relationship between UK Schools and Immigrant Parents of Eastern and Central European Origin: the Parents’ Perspective

Schools may be particularly challenged in the building of relationships with immigrant families because of a potentially heightened mutual lack of knowledge or understanding about the other party’s cultural norms (e.g. Crozier &amp; Davis, 2007). In the context of increased immigration from Eastern and Central European states, this study seeks to initiate the development of model of multi-cultural family-school interaction drawing on existing frameworks drawn from the fields of education, psychology and sociology. With the intention of establishing the nature of migrant parents’ constructions of their relationships with their children’s schools, we carried out in-depth, semi-structured interviews with 10 parents of school age children who had migrated to the UK from Eastern and Central Europe within the past 10 years. The key themes from the interviews indicated that the parents’ expectations of their children’s schooling appear to clash with those of the UK school system and that this is amplified by perceptions of poor communication, inadequate school-parent cooperation &amp; marginalisation. Through the use of existing theoretical frameworks it was established that there is potential for improved practice though development of a model though this must take account of the full contextual complexity of the relationships.

Spanish-Speaking Hispanic/Latino Families Education-Related Parental Involvement Practices

ABSTRACT Under current and prominent definitions, the rates of parental involvement among Hispanic/Latino families have been historically low. However, empirical evidence suggests that parental involvement can be perceived/practiced in varied ways. This work explored these perceptions held by Spanish-speaking Hispanic/Latino families through focus groups (n = 10) and individual interviews (n = 23) with parents of school-age children. Findings suggest that Spanish-speaking parents define parental involvement to include the emphasis of educación (a recognition that children’s moral compasses and respectful behavior are a part of their formal education) and a parent-centered approach (involving the children in the parents everyday life), while navigating language barriers. Both Spanish- and English-speaking parents endorsed low parent-teacher communication and strong educational aspirations for their children. That is, parents expressed wanting their children to have a better life than the lives the parents have experienced themselves. This study offers empirical evidence that Spanish-speaking families are highly involved in their children’s academic development and perceive themselves to play a critical role in their children’s educational success. A shared understanding of values including culturally responsive measures to assess diverse parental involvement practices and adopting a cultural lens among teachers/educators is needed to accommodate diverse cultural parental involvement practices. Study findings can inform policies and practice to help pre-service teachers and educators to understand factors that determine Spanish-speaking families’ engagement in school-based parental involvement.

My child and I: self- and child-reference effects among parents with self-worth contingent on children’s performance

ABSTRACT Research shows that parents’ self-worth may be contingent on their children’s performance, with implications for their interactions with children. This study examined whether such child-based worth is manifested in parents’ recognition memory. Parents of school-age children in China (N = 527) reported on their child-based worth and completed a recognition memory task involving evaluative trait adjectives encoded in three conditions: self-reference, child-reference, and semantic processing. The more parents had child-based worth, the more they exhibited a child-reference effect – superior recognition memory of evaluative trait adjectives encoded with reference to the child rather than semantically. Parents exhibited the classic self-reference effect in comparisons of recognition memory between the self-reference and semantic processing conditions, but this effect was not evidenced among parents high in child-based worth. Only parents low in child-based worth exhibited the self-reference effect in comparisons between the self-reference and child-reference conditions. Findings suggest that when parents hinge their self-worth on children’s performance, evaluative information related to children may be an elaborate structure in memory.

Measuring COVID-19 related stress and its associated factors among the parents of school-aged children during the first lockdown in France

BackgroundThe COVID-19 pandemic placed important challenges on parents, as they had to meet various demands during lockdown, including childcare, work and homeschooling. Therefore, the current study aimed to investigate perceived stress levels among the parents of school-aged children and explore their association with sociodemographic, environmental and psychological factors during lockdown.MethodsA cross-sectional study was conducted among the parents of school-aged children ages 8 to 18, who lived in the Grand Est region of France during the first wave of the pandemic. An online survey collected sociodemographic data, living and working conditions, and exposure to COVID-19 as well as parent’s levels of perceived stress (PSS-10), self-perceived health status (SF-12), social support (MSPSS) and resilience (BRS). Multivariable logistic regression models were conducted to evaluate the association between moderate to severe perceived stress and various factors.ResultsIn total, 734 parents were included. The results indicated that 47% were experiencing moderate stress and 7.2% were experiencing severe stress. Factors most strongly associated with risk of moderate to severe levels of stress were lower levels of parental resilience (OR = 3.8, 95% CI: 2.2–6.6) and poor self-perceived mental health status (OR = 7.3, 95% CI: 5.0–10.8). The following risk factors were also identified: female sex; being in the age range of 35–44; difficulties isolating and contracting COVID-19, which involved hospitalization and separation or isolation from family. The support of friends (OR = 0.8, 95% CI: 0.7–1.0) and family (OR = 0.5, 95% CI: 0.3–0.8) were protective factors.ConclusionsThese findings suggest that supportive and preventive programs should focus on the improvement of resilience and mental health management to promote parents’ wellbeing. Research has to focus both on individuals’ inner potential for increasing resilience and the environmental resources to be activated. Building and boosting resilience among parents could serve as a protective factor against negative outcomes for them and their families.

Barriers to accessing malaria treatment amongst school-age children in rural Malawi

BackgroundOver the last two decades, many countries have moved from malaria control toward malaria elimination. However, some sub-Saharan African countries, like Malawi, have recently seen a reversal in malaria control progress with reported increases in confirmed malaria cases. This may be the result of inadequate access to effective malaria control interventions by key population groups that perpetuate transmission. This study aimed to assess the barriers to accessing malaria treatment among school-aged children (SAC) in Malawi.MethodsA qualitative study was conducted between September and October 2020, where data were gathered in rural Malawi using free-listing interviews, key-informant interviews, semi-structured interviews and focus group discussions. Purposively sampled participants included SAC, parents of SAC, health workers and key stakeholders at community and district levels. Interviews were digitally recorded and transcribed verbatim. Data were organized using NVivo 12 software and analysed using the thematic method.ResultsThe study recruited 252 participants, with 156 being SAC, equally divided between boys and girls. Health system barriers to malaria treatment included long waiting hours and queues at clinics, frequent stock-outs of medical supplies, and travel time to the facility. Provider barriers included negative attitude and limited service hours. Individual and cultural barriers included fear of malaria tests and beliefs associating witchcraft as the best treatment for malaria. In addition, COVID-19-related barriers included the inability to follow preventive measures, a shift in focus from malaria to COVID-19, and fear of contracting COVID-19 and/or being tested for COVID-19 at the facility.ConclusionsThis study shows most of the barriers to accessing malaria treatment among SAC are similar to those experienced by other population groups. Furthermore, COVID-19 adversely affected SAC’s access to treatment. Interventions that support SAC access to prompt diagnosis and treatment are urgently needed to improve the effective control of malaria.

Bangladeshi parents’ knowledge and awareness about cervical cancer and willingness to vaccinate female family members against human papilloma virus: a cross sectional study

Background: Cervical cancer (CC) is an important cause of cancer death among Bangladeshi women and human papillomavirus (HPV) is the causative factor for developing CC. HPV vaccination is yet to be implemented as part of national immunization programme in Bangladesh. Method: The objective of this cross-sectional research was to evaluate the understanding of CC, HPV, and the willingness to accept HPV vaccination among parents of school-aged children (between 5-16 years) from grades 1-10 in the capital city of Bangladesh, Dhaka. The study was conducted from February 2020 to January 2021 by paper-based survey. Results: This study showed 86.6% of participants knew that CC is preventable and 98.6% knew that vaccine can prevent CC. Only 1.3% of the participants heard about HPV. Majority (97.1%) were interested in HPV vaccination to female family members. Knowledge about visual inspection with acetic acid (VIA) test, CC prevention and HPV vaccine were significantly associated with willingness to give vaccine. Gender, age, educational level and socioeconomic condition of respondents have no relation with vaccine acceptance (p&gt;0.05). This study showed that total 1319 (45%) respondents sought the vaccine free of cost and personal relation as friends and family were major source of information (64.8%). Conclusions: The study's results revealed that a significant number of Bangladeshi parents were aware of CC, CC prevention, and HPV vaccination. Nonetheless, most participants expressed a willingness to vaccinate their female family members against HPV.

Assessment of awareness among parents about preventive measures of oral health problems in children

Objectives: Oral health is an essential factor of day to day life. The habit of maintaining oral health and daily routine for the same should be incorporated into the children from their childhood. An oral cavity free from all disease is maintained by awareness about the preventive measures. Parents play a key role in their kids’ life, thus their understanding toward oral health are important. The aim of the study was to assess awareness among parents about preventive measures of oral health problems in children. The main objective is to assess awareness of problems related to oral cavity and to encourage parents to maintain good oral hygiene of their children by adapting preventive measures and also to know the requirement of encouraging oral health promotion programs. Materials and Methods: A pre-validated questionnaire was distributed among the parents of children aged till age of 12 years old. The questionnaire related to oral hygiene practice and awareness of oral health problems including 13 questions were distributed through Google forms to parents through WhatsApp and email. Results: A questionnaire with 13 items was used to evaluate parents’ knowledge of oral health. Forty-two men and 62 women made up the 104 parents of children between the ages of 6 months to 12 years. Demographic details include 59.61% of females and 40.38% of males were participated. A total of 104 parents participated in the study. In a poll of 104 parents, it was determined that 81.73% of the parents believed that brushing twice a day was important, and 51.92% of the parents felt that they should visit their dentist at 6–12 months of age of child. It was determined from the survey that 81.73% of the parents wanted more information on how to maintain their children’s teeth better. To address all of the survey’s questions, an educational brochure was issued once the questionnaires were collected. It is essential that parents and dentists teach their kids good brushing and oral hygiene habits. Conclusion: Although the parent’s understanding of the many elements that affect dental health was good, there are some aspects where still lack of knowledge exist that must be taken into account. Parents’ education can be the most encouraging factor in preventing oral health problems because prevention is always preferable to cure. To enhance awareness and start dental caries prevention techniques early, it is necessary to supervise dental health education initiatives that are directed at parents of school-aged children.

Value Narratives in Sexuality Education: Teachers’ Preparedness or Retreat?

The paper analyses the value narratives on youth sex education presented to the public by influencers and parents of school-age children. The research questions are: what is the content of the value narratives in the field of sexuality presented to the public by influencers and parents of school-age children? what is the motivational environment for teachers delivering sex education? what are the possible principles of communication between teachers, organisations involved in sex education, and parents? The empirical research data were collected using a mixed methods strategy. The methodological and value differences between the institutions providing sex education in Lithuania were found to be insignificant, nevertheless, there are significant differences in the value narratives between the concepts of ‘sexuality education’ and ‘sex education’ in the public sphere. Parents of school-age children are exposed to fragmented, value-indoctrinated sex education content presented by influencers, leading to social tensions in school communities regarding children’s sex education. The analysis of the narratives of influencers and parents on the topic of sex education shows that the constructive participation of interested groups (educators, parents, social organisations) in the policy of sex education is impossible without the principles of critical analysis, attention to conflicts, and social dialogue.

The Effect of Family Economy on Education Opportunities (Analysis of the Impact of Parents' Irregular Income on Millennial Children's Educational Opportunities in the DKI Jakarta Area)

We certainly often hear that poverty and education are two things that are closely interrelated, the terms poor because uneducated and uneducated because poor have always been endless discourses. Every parent certainly wants the future fate of their children to be much better than himself, so children's education is part of the parents' pledge regardless of their educational background. It is in this context that the interests of parents often clash with policies even though policies are made with the aim of helping children get a good education. This study intends to elaborate on the issue of educational opportunities for children of families with irregular income in Jakarta who tend to be vulnerable and must get priority from the government.&#x0D; This research uses a type of qualitative descriptive research with a case study approach that occurs throughout the DKI Jakarta Province with a focus on parents of school-age children (12 - 18 years) with a background of irregular income (PTT).&#x0D; The results showed that family economic factors often become an obstacle to children's education, although it also cannot automatically be mentioned that family economic factors correlate significantly with their children's educational opportunities, uncertain economic conditions of parents also often prevent their children from getting the opportunity to receive education well, especially for low-educated people who are often passive So that the government's efforts to help children's education costs through a series of stimulation programs are often not on target and sometimes trapped in administrative rules that actually eliminate their rights. In terms of opportunities, children of highly educated parents are more likely than children of low-educated parents even though their economies are the same.

Analysis on the Accuracy of Different Classification Prediction Models in the Field of the Impact of Online Classes on Students During the COVID-19

Some students are pleased, while others are sad, as a result of the introduction of online education. Different attitudes, levels of physical health, family economic conditions, and so on have resulted from online classes. Consequently, it is necessary to determine what has caused various students to have different states and whether or not parents of school-aged children took the appropriate response measures. In this paper, the author preprocesses relevant datasets from Kaggle, then uses naive Bayesian, random forest, K-neighbor, SVC, logistic regression, and neural networks to classify and predict the dataset, analyses their accuracy and confusion matrices to determine the best classification and prediction model, and conducts importance analysis based on the best classification and prediction model. Therefore, it is possible to determine the significance of each parameter and to make suggestions based on the significance of various parameters. This can be used to determine whether there is room for development and errors in the next plans implemented in the era of online classes, and in the future, it can be used to reduce the health problems of students caused by the next pandemic in the era of online classes.

Responding to parental concern about children's reading.

This study explored if parents are accurate in their reading concerns, with implications for paediatric practice. Parents of school-aged children in 34 schools in Ontario, Canada responded to a questionnaire about their children's academic development (27% response), and their children participated in standardized, norm-referenced tests of word reading and an oral sentence recall task. Parental concern status was retrospectively cross-referenced with reading difficulty status (<25th percentile on the word reading tests) for grade 2 children with complete data (n = 294); diagnostic accuracy was evaluated. Demographic and reading-related characteristics of children whose parents' concern did not match their reading difficulty status were explored. Approximately 22% of parents endorsed concern, while 18.5% of children had word reading difficulty. Parental concern status accurately corresponded with reading difficulty status in 81% of cases (95% CI: 76% to 85%). Specificity was 85% (95% CI: 80% to 90%), while sensitivity was 59% (95% CI: 44% to 73%). Children of unconcerned parents rarely had word reading problems (NPV 91%; 95% CI: 88% to 94%), while children with concerned parents had word reading difficulty in 45% of cases (PPV; 95% CI: 36% to 54%). Apparent inaccuracy (i.e., mismatch between parental concern and reading difficulty status) was related to children's word reading, oral sentence recall skills, and English language learner (ELL) status, but not child age, sex, or parent education. Many parents of grade 2 children endorse reading concerns. Parental concern is an overall accurate screener for word reading difficulty, although some children will be missed. Evidence-informed recommendations for responding to parental concern are provided.