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A Descriptive Study of Well-Being and Assets in Middle Childhood during the COVID-19 Pandemic in a Los Angeles County School District

Author

Listed:
  • Emily Hotez

    (University of California, Los Angeles, David Geffen School of Medicine
    University of California, Los Angeles, David Geffen School of Medicine)

  • Judith L. Perrigo

    (University of California, Los Angeles, David Geffen School of Medicine
    University of California, Luskin School of Public Affairs)

  • Menissah Bigsby

    (University of California, Los Angeles, David Geffen School of Medicine)

  • Lyndsey S. Mixson

    (University of California, Los Angeles, David Geffen School of Medicine)

  • Lisa Stanley

    (University of California, Los Angeles, David Geffen School of Medicine)

  • Neal Halfon

    (University of California, Los Angeles, David Geffen School of Medicine)

Abstract

There is burgeoning interest in monitoring children’s well-being and assets at the population-level, particularly in light of the detrimental impacts of the COVID-19 pandemic. There has been, however, a lack of population-level research during the pandemic focusing specifically on middle childhood (i.e., ages 10 – 13), a developmental period characterized by distinct biological, cognitive, social, and emotional changes. In addition, there is a lack of self-report data from this population, which impedes our understanding of their experiences and perspectives during this important developmental period. To address these gaps, the current study analyzed a population-level, self-report measure—the Middle Years Development Instrument (MDI)—administered to 4th and 7th graders in a primarily Hispanic Los Angeles County school district between May – June 2021. This research aimed to 1) describe students’ self-reported social and emotional well-being, connectedness to peers and to adults, school experiences, physical health, and use of after-school time; and 2) investigate students’ social and contextual assets, including adult and peer connectedness, school experiences, health habits, and after-school program participation. Logistic regression analyses controlling for demographic characteristics revealed that 7th graders had lower odds of well-being on four out of the five MDI Well-Being Index measures: Optimism, Happiness, Self Esteem, and General Health, as well as lower odds of three assets: Adult Relationships, After-School Activities, and School Experiences. This study can inform efforts to optimize positive development in middle childhood during and post-COVID-19.

Suggested Citation

  • Emily Hotez & Judith L. Perrigo & Menissah Bigsby & Lyndsey S. Mixson & Lisa Stanley & Neal Halfon, 2024. "A Descriptive Study of Well-Being and Assets in Middle Childhood during the COVID-19 Pandemic in a Los Angeles County School District," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(2), pages 869-899, April.
    • Handle: RePEc:spr:chinre:v:17:y:2024:i:2:d:10.1007_s12187-023-10098-y
    DOI: 10.1007/s12187-023-10098-y
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    References listed on IDEAS

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    1. Kimberly Schonert-Reichl & Martin Guhn & Anne Gadermann & Shelley Hymel & Lina Sweiss & Clyde Hertzman, 2013. "Development and Validation of the Middle Years Development Instrument (MDI): Assessing Children’s Well-Being and Assets across Multiple Contexts," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 114(2), pages 345-369, November.
    2. Perrigo, Judith L. & Samek, Anya & Hurlburt, Michael, 2022. "Minority and low-SES families’ experiences during the early phases of the COVID-19 pandemic crisis: A qualitative study," Children and Youth Services Review, Elsevier, vol. 140(C).
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