Parents Of School-aged Children Research Articles

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.

Effectiveness of structured teaching programme on knowledge regarding impact of child labor and its prevention among parents of school age children in selected rural area at Vijayapura, Karnataka

Effectiveness of structured teaching programme on knowledge regarding impact of child labor and its prevention among parents of school age children in selected rural area at Vijayapura, Karnataka

Engagement with regular asymptomatic COVID-19 testing in young people in North West England: a qualitative focus group study

ObjectivesCommunities in North West England had some of the highest incidence of COVID-19, particularly in their younger populations. Test kits were provided to young people in Blackburn with Darwen to...

Children’s Stress in the Time of COVID-19: Relationships with School, Social and Recreational Experiences

Introduction: In response to the public health threats during the pandemic, many schools shifted to online instructional delivery, and many children experienced changes to their social and recreational activities. While an emerging body of literature is documenting these changes or how these experiences may be related to parents’ and children’s functioning, no known study has examined all of these constructs. We investigated the degree to which schooling, social, and recreational experiences during the COVID-19 pandemic influenced the stress levels of school-age children. Further, recognizing the interconnectedness of parents’ and children’s lives, we examined whether parental stress mediated the relations between children’s experiences and child stress. Method: Parents of school-age children (N = 701) completed an online questionnaire with items focused on school modality (i.e., fully online or not), sufficiency of school resources, change in relationships, change in social/recreational activities, parental stress, and child stress. Results: The findings indicated that fully online school was not associated with child stress. Lower sufficiency of school resources, greater change in relationships, and greater change in social/recreational activities predicted higher child stress. Parental stress fully or partially mediated these relations. Discussion: Implications for educators are provided.

Parents’ Willingness to Educate Child Sexual Abuse to their Children age 5-15 Years in Karachi, Pakistan

Child sexual abuse (CSA) is a foremost public health crisis and is now constantly reported in Pakistan Objective: This study gazes into perception of parents about the Child Sexual Abuse (CSA) as well as their willingness to educate their children about CSA. Methodology: The current study employed analytical cross-sectional study design. A sample of 123 parents of school age children (5-15 years) were selected via non-probability convenience sampling technique. Self-developed questionnaire was used. Ethical approval was taken from Institutional Review Board of Jinnah Sindh Medical University and written consent from individual parents. Data was collected and analyzed by using SPSS version 20. Result: A total of 123 parents with 03 refusals, with a response rate of 97.6%. Out of 123 parents, 88.62% showed willingness to provide education. 62.6% parents perceived close relatives as being the most common abusers. 42.3% of parents highlighted common methods as kissing, hugging and touching private parts. 43.9% perceived a loss of trust on people as a major consequence of victimization, with 71.5% fearing Post traumatic stress disorder and depression as a potential outcome. 64.2% perceived stigmatization as the primary cause for hesitation among those who are unwilling to report such cases. Conclusion: The study concludes parents are willing to educate their child on CSA, though their perceptions relating to common abusers, methods used, results as well as consequences of abuse vary. In this context, knowledge of effective parent-child communication should be strengthened to promote CSA prevention. Keywords: Child Sexual Abuse, Parents’ Willingness, Education, Awareness

Parental perception of children's school lunch milk

School lunch programs are mandated by the US Code of Federal Regulations to serve pasteurized milk that is skim or 1% fat and fortified with vitamins A and D. In recent years, proposals have been made to alter nutritional requirements for school lunches and school lunch milk, including changes to the milk fat and flavor options available. The objective of this study was to evaluate parental understanding and perception of school lunch milk to better understand how changes to school lunch milk are perceived by parents. Four focus groups (n = 34) were conducted with parents of school-aged children (5-13 yr) who purchased milk as part of a lunch at school. Participants were asked about school lunch milk, including nutritional content, packaging, and flavoring. Focus groups included a build-your-own milk activity and discussion of children's milk products currently available on the market. Two subsequent online surveys were conducted with parents of school-aged children (survey 1, n = 216; survey 2, n = 133). Maximum difference scaling was used to evaluate what beverages parents would prefer their child to drink at school (survey 1) and which attributes of chocolate milk for children were most important to parents (survey 2). An adaptive choice-based conjoint activity (survey 1) included flavor, milk fat, heat treatment, label claims, and packaging type. Both surveys included questions to evaluate knowledge of milk nutrition and attitudes regarding milk and flavored milk. Agree/disagree questions were used in both surveys to assess parental opinions of school lunch milk. Survey 2 also included semantic differential (sliding scale) questions to assess parental opinions of chocolate milk and their acceptance of sugar alternatives in chocolate milk served in schools. Parents were familiar with the flavor options and packaging of school lunch milk, but expressed limited familiarity with school lunch milk fat content. Parents perceived milk to be healthy and a good source of vitamin D and calcium. From survey results, parents placed the highest importance on school lunch milk packaging, followed by milk fat percentage and flavoring over label claims and heat treatment. The ideal school lunch milk for parents was unflavored (white milk) or chocolate, 2% fat, and packaged in a cardboard gabletop carton. For school lunch chocolate milk, 3 distinct clusters of parents with differing opinions for children's chocolate milk were identified. Parents are largely unfamiliar with the specific attributes and nutritional profile of milk served in schools but believe that schools should offer milk to their children as part of breakfast and lunch. Parents in both surveys also displayed a preference for 2% fat milk over low-fat options, which provides actionable insight for both governmental bodies determining educational and nutritional policies for school meals and fluid milk producers seeking to optimize their products intended for schools.