Citation

Acosta D, Fujii Y, Joyce-Beaulieu D, Jacobs KD, Maurelli AT, Nelson EJ, McKune SL. Int. J. Environ. Res. Public Health 2021; 18(16): e8564.

Copyright

(Copyright © 2021, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph18168564

PMID

unavailable

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).

Language: en

Keywords

depression; anxiety; COVID-19; students; environment; OCD; psychosocial health; virtual learning