Rural Parent and Elementary School Student Resilience to COVID-19: Disability Status and Parental Predictors of Change

Autor/inn/en	Chatlos, Suzannah B.; Samudra, Preeti G.; Magoon, Jillian M.; Lokossou, Aquilas C.
Titel	Rural Parent and Elementary School Student Resilience to COVID-19: Disability Status and Parental Predictors of Change
Quelle	In: School Psychology International, 44 (2023) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chatlos, Suzannah B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221128195
Schlagwörter	Elementary School Students; Parents; COVID-19; Pandemics; Students with Disabilities; Predictor Variables; Parent Child Relationship; Resilience (Psychology); Rural Areas; Work Life Expectancy; Student Adjustment + Suchen Sie Ihr Suchwort? Eltern; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Prädiktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rural area; Ländlicher Raum; Adjustment; Adaptation
Abstract	Little is known about how the COVID-19 pandemic relates to child and parent functioning in a rural population. The present study investigated how disability status and parent factors related to resilience in a rural population before and after the shift to remote instruction. Parents of elementary-aged children in a rural area of the U.S. completed an online questionnaire, rating their own functioning and their child's academic, cognitive, and socioemotional functioning (1) retrospectively thinking back to a month before the pandemic, and (2) at the time of the survey, approximately four months after the onset of pandemic changes. Parents of children with disabilities perceived stronger child resilience through the pandemic transition than parents of children without disabilities. Additionally, parents who better maintained their work-life balance and support through the pandemic transition reported stronger resilience in their children. These results highlight the importance of supporting all children and parents during difficult transitions (e.g., providing additional resources so that parents can maintain similar levels of balance and support through the transition), including those students who have experienced less adversity pre-transition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01