Objective: 

The purpose of this study was to assess the prevalence of child behavior, academic and sleep concerns, and parent stress and depression symptoms during COVID-19; to test associations of parent-child well-being with child school format; and to examine effect moderation by child race/ethnicity and material hardship.

Methods: 

A total of 305 English-speaking parents of elementary school-age children completed online surveys regarding demographics, child school format, behavior, learning-related experiences, sleep, and parent stress and depression symptoms. Multivariable linear and logistic regression analyses examined associations of school format with child and parent outcomes.

Results: 

Children were aged 5.00 to 10.99 years, with 27.8% underrepresented minority race/ethnicity. Per parental report, 27.7% attended school in-person, 12.8% hybrid, and 59.5% remote. In multivariable models, compared with children receiving in-person instruction, children receiving remote instruction exhibited more hyperactivity (β 0.94 [95% confidence interval, 0.18–1.70]), peer problems (β 0.71 [0.17–1.25]), and total behavioral difficulties (β 2.82 [1.11–4.53]); were less likely to show academic motivation (odds ratio [OR] 0.47 [0.26–0.85]) and social engagement (OR 0.13 [0.06–0.25]); were more likely to show schoolwork defiance (OR 2.91 [1.56–5.40]); and had a later sleep midpoint (β 0.37 [0.18–0.56]) and higher odds of cosleeping (OR 1.89 [1.06–3.37]). Associations of remote learning with behavior difficulties were stronger for children without material hardships.

Conclusion: 

Children receiving remote and hybrid instruction were reported to have more difficulties compared with children receiving in-person instruction. Children with material hardships showed more behavior challenges overall but less associated with school format. Therefore, planning for a return to in-person learning should also include consideration of family supports.

中文翻译：

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COVID-19 期间的远程和混合学校教育：与儿童行为和睡眠的关联

客观的： 

本研究的目的是评估 COVID-19 期间儿童行为、学业和睡眠问题以及家长压力和抑郁症状的患病率；测试亲子福祉与儿童学校形式的关联；并检查儿童种族/民族和物质困难的影响调节。

方法： 

共有 305 名小学适龄儿童的英语家长完成了有关人口统计、儿童学校形式、行为、学习相关经历、睡眠以及家长压力和抑郁症状的在线调查。多变量线性和逻辑回归分析检查了学校形式与儿童和家长结果的关联。

结果： 

儿童年龄在 5.00 岁至 10.99 岁之间，其中 27.8% 为少数族裔/族裔。根据家长报告，27.7% 的学生亲自上学，12.8% 的学生混合上学，59.5% 的学生远程上学。在多变量模型中，与接受面对面指导的儿童相比，接受远程指导的儿童表现出更多的多动症（β 0.94 [95% 置信区间，0.18–1.70]）、同伴问题（β 0.71 [0.17–1.25]）和总体行为问题。困难（β 2.82 [1.11–4.53]）；不太可能表现出学术动机（比值比 [OR] 0.47 [0.26–0.85]）和社会参与度（OR 0.13 [0.06–0.25]）；更有可能表现出对学业的蔑视（OR 2.91 [1.56–5.40]）；睡眠中点较晚（β 0.37 [0.18–0.56]），同床睡的几率较高（OR 1.89 [1.06–3.37]）。对于没有物质困难的儿童来说，远程学习与行为困难的关联更为强烈。

结论： 

据报道，与接受面对面教学的儿童相比，接受远程和混合教学的儿童面临更多困难。总体而言，物质困难的儿童表现出更多的行为挑战，但与学校形式的相关性较小。因此，恢复面对面学习的计划还应包括考虑家庭支持。