Changes in School-Age Children’s Well-being and School-Related Needs Post COVID-19 Pandemic

Changes in School-Age Children’s Well-being and School-Related Needs Post COVID-19 Pandemic

Spronz, Rachel G.; Dudovitz, Rebecca N.; Thomas, Kyla; Szilagyi, Peter G.; Vizueta, Nathalie; Vangala Sitaram; Kapteyn, Arie.,

Journal paper

Clinical Pediatrics

2024

COVID-19 highlighted the importance of schools for child health, as emerging data suggest that pandemic-related school closures may have led to worsening child health and exacerbated health disparities. This study examines school-aged children’s well-being, and characterizes changes in school-related needs, from 2021 to 2022. This is a secondary analysis of a longitudinal cohort study, where a nationally representative sample of parents of school-aged children were surveyed in June 2021 and 2022. The percentage of children with deficits in total difficulties, hyperactivity, and prosocial behavior decreased at follow-up, while a high percentage of children continued to experience peer problems. At least one school-related need remained for most parents. Highest priority needs were academic enrichment, socialization, physical activity, tutoring, and coping with stress. Academic support and social-emotional well-being remained major parental concerns, with social development showing significant deficit. Improvements in child well-being were experienced unequally across demographic groups.