Parenting through a pandemic: Mental health and substance use consequences of mandated homeschooling.
Bibliographic record
Abstract
The declaration of coronavirus disease 2019 (COVID-19) as a pandemic led to the closures of schools worldwide to contain disease spread. In the present study, we examine the effects of this mandated homeschooling on parents’ mental health and substance use. In a study of 758 couples, 211 of whom were homeschooling, we contrasted homeschooling effects on general mental health (anxiety and depression) and on COVID-specific mental health (socioeconomic and traumatic stress), and on optimism. We also examined effects on coping-related use of alcohol and cannabis. Actor–partner interdependence model results demonstrated negative impacts of mandatory homeschooling;there were significantly lower levels of optimism and greater use of cannabis to cope and marginally higher use of alcohol to cope in couples who were versus were not homeschooling. These levels were higher than prepandemic norms. We then explored the parenting dynamic through actor and partner effects. Among homeschooling families, more time spent homeschooling was associated with increased anxiety, depression, and COVID-19-specific socioeconomic and traumatic stress in the homeschooling parent;for the homeschooler’s partner, there was significantly increased alcohol use to cope and marginally increased traumatic stress. These findings highlight the need for the design and delivery of educational and mental health supports for parents during mandatory homeschooling required for COVID-19 and other pandemics—so that parents can best support their families through these uncertain times. (PsycInfo Database Record (c) 2021 APA, all rights reserved) © 2021 American Psychological Association
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".