Abstract

In March 2020, the majority of schools in the United States transitioned to distance learning in order to reduce the spread of COVID-19. Little data is available on the impact of this abrupt transition on youth, but many experts have expressed concerns about the implications of this major change in schooling on mental health and academic outcomes. The current study sought to gain insight on parent and school personnel (n = 515, n = 193) concerns about the impact of the COVID-19 pandemic related schools and the return to school within two cohorts (summer 2020, fall 2020). Primary concerns were student health, student academic development, personal health, and student mental health. These findings may assist schools in their preparation for the transitions related to COVID-19 and changes in the school year to provide resources for their families to promote their students’ development and support their school personnel’s health.

Impact Statement

1. The current study can assist school policy makers in considering how to address concerns and fears related to the COVID-19 pandemic for parents and school personnel.

2. The findings can assist school mental health professionals in preparing to address potential school personnel and parent concerns related to the COVID-19 pandemic.

3. School psychologists are going to be challenged to adapt their services based on concerns related to the pandemic; these findings may assist them in adapting those services to address the common concerns and fears of school personnel and parents.

摘要

2020 年 3 月，美国的大多数学校过渡到远程学习，以减少 COVID-19 的传播。关于这种突然转变对青年的影响的数据很少，但许多专家对学校教育的这一重大变化对心理健康和学业成果的影响表示担忧。当前的研究旨在深入了解家长和学校人员（n = 515，n = 193）对 COVID-19 大流行相关学校的影响以及两个队列（2020 年夏季、2020 年秋季）内返校的担忧。主要关注的是学生健康、学生学业发展、个人健康和学生心理健康。

影响声明

1. 当前的研究可以帮助学校决策者考虑如何解决家长和学校工作人员与 COVID-19 大流行相关的担忧和恐惧。

2. 这些发现可以帮助学校心理健康专业人员准备解决与 COVID-19 大流行相关的潜在学校人员和家长的担忧。

3. 学校心理学家将面临挑战，需要根据与大流行相关的担忧来调整他们的服务；这些调查结果可能有助于他们调整这些服务，以解决学校工作人员和家长的共同关注和恐惧。