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Psychosocial Health of K-12 Students Engaged in Emergency Remote Education and In-Person Schooling: A Cross-Sectional Study

Author

Listed:
  • Daniel Acosta

    (Department of Environmental and Global Health, College of Public Health and Health Professions, University of Florida, 1225 Center Dr, Gainesville, FL 32611, USA)

  • Yui Fujii

    (College of Public Health and Health Professions, University of Florida, 1225 Center Dr, Gainesville, FL 32611, USA)

  • Diana Joyce-Beaulieu

    (Department of Special Education, School Psychology & Early Childhood Studies, College of Education, University of Florida, 618 S.W. 12th Street, P.O. Box 117050/1801, Norman Hall, Gainesville, FL 32611-7050, USA)

  • K. D. Jacobs

    (College of Public Health and Health Professions, University of Florida, 1225 Center Dr, Gainesville, FL 32611, USA)

  • Anthony T. Maurelli

    (Department of Environmental and Global Health, College of Public Health and Health Professions, University of Florida, 1225 Center Dr, Gainesville, FL 32611, USA
    Emerging Pathogens Institute, University of Florida, 2055 Mowry Road, Gainesville, FL 32610, USA)

  • Eric J. Nelson

    (Department of Environmental and Global Health, College of Public Health and Health Professions, University of Florida, 1225 Center Dr, Gainesville, FL 32611, USA
    Emerging Pathogens Institute, University of Florida, 2055 Mowry Road, Gainesville, FL 32610, USA
    Department of Pediatrics, College of Medicine, University of Florida, 1600 SW Archer Rd, Gainesville, FL 32610, USA)

  • Sarah L. McKune

    (Department of Environmental and Global Health, College of Public Health and Health Professions, University of Florida, 1225 Center Dr, Gainesville, FL 32611, USA)

Abstract

As online classes became the norm in many countries as a response to the COVID-19 pandemic, the concern for child and adolescent mental health became an issue of concern. This study evaluates the differences in the psychosocial status of school children based on engagement in in-person or Emergency Remote Education (ERE) and assessed the prevalence and predictors of symptom-derived risk levels for anxiety, depression, and obsessive-compulsive disorders (OCD). Cross-sectional data were collected from students at a Florida K-12 school and their household members through an online survey conducted in October 2020 ( n = 145). No significant difference was found between ERE and in-person learning for risk of anxiety, depression, or OCD. Prevalence of students presenting as at risk for anxiety, depression, and OCD was 42.1%, 44.8%, and 41.4%. Several student factors (e.g., child sex, school level) and parental factors (e.g., parental COVID-19 attitudes) were associated with students presenting as at risk for anxiety, depression, or OCD; child’s participation in sports was protective against all three outcomes. Participation in sports was found to be protective against risk of anxiety (aOR = 0.36, CI = 0.14–0.93), depression (aOR = 0.38, CI = 0.15–0.93), and OCD (aOR = 0.31, CI = 0.11–0.85).

Suggested Citation

  • Daniel Acosta & Yui Fujii & Diana Joyce-Beaulieu & K. D. Jacobs & Anthony T. Maurelli & Eric J. Nelson & Sarah L. McKune, 2021. "Psychosocial Health of K-12 Students Engaged in Emergency Remote Education and In-Person Schooling: A Cross-Sectional Study," IJERPH, MDPI, vol. 18(16), pages 1-21, August.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:16:p:8564-:d:613914
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    References listed on IDEAS

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