Résumés
Abstract
This study explored the changes in routine and the social and emotional impacts experienced by families of children with parent-reported learning differences or disabilities (“disabilities”) due to mandatory school closures during COVID-19 in Québec, Canada. A questionnaire was used to compare the family routines of 20 participants before and after the school closures. The study’s findings highlight an overall concern regarding outcomes of long-term school closures. Family routines after the school closures included increased technology usage, decreased socialization, a cease or decline of extracurriculars and therapies, and an increase in symptoms of depression and anxiety among this cohort. The authors suggest enhanced support services, including psychosocial services and financial aid, to mitigate potential negative outcomes.
Keywords:
- COVID-19,
- family routines,
- learning differences,
- disability,
- school closures
Résumé
Cette étude explore les changements de routine et les impacts socioémotionnels vécus par les familles d’enfants avec des différences d’apprentissage ou des handicaps signalés par les parents vu les fermetures d’écoles pendant la COVID-19 au Québec. Un questionnaire est utilisé pour comparer les routines familiales de 20 participants avant et après les fermetures. Les résultats démontrent que les routines après les fermetures d’écoles comprenaient une utilisation accrue de la technologie, une diminution de la socialisation, l’arrêt ou la diminution des activités parascolaires et des thérapies, ainsi qu’une augmentation des symptômes de dépression et d’anxiété chez cette cohorte. Les auteurs suggèrent des services de soutien améliorés, y compris des services psychosociaux et une aide financière, pour atténuer les résultats négatifs potentiels.
Mots-clés :
- fermeture des écoles,
- COVID-19,
- routines familiales,
- différences d’apprentissage,
- stress,
- résilience,
- études sur le handicap
Parties annexes
Bibliography
- Ali, S. T., Kadi, A. S., & Ferguson, N. M. (2013). Transmission dynamics of the 2009 influenza A (H1N1) pandemic in India: The impact of holiday-related school closure. Epidemics, 5(4), 157–163. https://doi.org/10.1016/j.epidem.2013.08.001
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Publishing.
- Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2021). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families? Journal of Autism and Developmental Disorders, 51(5), 1772–1780. https://doi.org/10.1007/s10803-020-04577-2
- Barton, A. W., Brody, G. H., Yu, T., Kogan, S. M., Chen, E., & Ehrlich, K. B. (2019). The profundity of the everyday: Family routines in adolescence predict development in young adulthood. Journal of Adolescent Health, 64(3), 340–346. https://doi.org/10.1016/j.jadohealth.2018.08.029
- Bates, C. R., Nicholson, L. M., Rea, E. M., Hagy, H. A., & Bohnert, A. M. (2021). Life interrupted: Family routines buffer stress during the COVID-19 pandemic. Journal of Child and Family Studies, 30(11), 2641–2651. https://doi.org/10.1007/s10826-021-02063-6
- Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497
- Bellis, W. (2021). Will you see my son? In A. Banerjee & S. Thavaraj (Eds.), Odell's clinical problem solving in dentistry (4th ed., pp. 231–235). Elsevier. https://doi.org/10.1016/C2016-0-03918-9
- Bennett, C. L. (2022). Disability studies as a framework for research [PowerPoint slides]. University of Washington. https://www.cs.washington.edu/mssi/2016/Si2016-Bennett-Disability-Studies-and-Research-final.pdf
- Black, K., & Lobo, M. (2008). A conceptual review of family resilience factors. Journal of Family Nursing, 14(1), 33–55. https://doi.org/10.1177/1074840707312237
- Block, P., Pereira, E. L., Guedes de Mello, A., & Sakellariou, D. (2021). Introduction to the special issue: Disability and COVID-19. Disability Studies Quarterly, 41(3). https://doi.org/10.18061/dsq.v41i3.8440
- Boyd, B. A., McCarty, C. H., & Sethi, C. (2014). Families of children with autism: A synthesis of family routines literature. Journal of Occupational Science, 21(3), 322–333. https://doi.org/10.1080/14427591.2014.908816
- Bridley, A., & Jordan, S. S. (2012). Child routines moderate daily hassles and children’s psychological adjustment. Children’s Health Care, 41(2), 129–144. https://doi.org/10.1080/02739615.2012.657040
- Camden, C., Malboeuf-Hurtubise, C., Roberge, P., Généreux, M., Lane, J., Jasmin, E., Kalubi, J.-C., Bussières, E.-L., Chadi, N., & Montreuil, M. (2020). Les répercussions de la pandémie de la COVID-19 sur la santé mentale des enfants de 5-12 ans et les défis particuliers vécus par les enfants ayant des enjeux neurodéveloppementaux : une synthèse des recommandations. Canadian Institutes of Health Research.
- Connor, D. J., Gabel, S. L., Gallagher, D. J., & Morton, M. (2008). Disability studies and inclusive education — Implications for theory, research, and practice. International Journal of Inclusive Education, 12(5-6), 441–457. https://doi.org/10.1080/13603110802377482
- Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593
- Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE Publications.
- Das, A. S., Bonny, F. A., Mohosin, A. B., Rashid, S. F., & Hasan, M. T. (2021). Co-exploring the effects of COVID-19 pandemic on the livelihood of persons with disabilities in Bangladesh. Disability Studies Quarterly, 41(3). https://doi.org/10.18061/dsq.v41i3.8377
- De Luca, G., Van Kerckhove, K., Coletti, P., Poletto, C., Bossuyt, N., Hens, N., & Colizza, V. (2018). The impact of regular school closure on seasonal influenza epidemics: A data-driven spatial transmission model for Belgium. BMC Infectious Diseases, 18(1), Article 29. https://doi.org/10.1186/s12879-017-2934-3
- Dickinson, W. J., Potter, G. G., Hybels, C. F., McQuoid, D. R., & Steffens, D. C. (2011). Change in stress and social support as predictors of cognitive decline in older adults with and without depression. International Journal of Geriatric Psychiatry, 26(12), 1267–1274. https://doi.org/10.1002/gps.2676
- Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology, 16(4), 381–390. https://doi.org/10.1037/0893-3200.16.4.381
- Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4(2), 157–176. https://doi.org/10.1007/bf01544110
- Golberstein, E., Wen, H., & Miller, B. F. (2020). Coronavirus disease 2019 (COVID-19) and mental health for children and adolescents. JAMA Pediatrics, 174(9), 819–820. https://doi.org/10.1001/jamapediatrics.2020.1456
- Goldschmidt, K. (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children. Journal of Pediatric Nursing, 53, 88–90. https://doi.org/10.1016/j.pedn.2020.04.013
- Green, V. A., Sigafoos, J., Pituch, K. A., Itchon, J., O'Reilly, M., & Lancioni, G. E. (2006). Assessing behavioral flexibility in individuals with developmental disabilities. Focus on Autism and Other Developmental Disabilities, 21(4), 230–236. https://doi.org/10.1177/10883576060210040401
- Halder, N., Kelso, J. K., & Milne, G. J. (2010). Analysis of the effectiveness of interventions used during the 2009 A/H1N1 influenza pandemic. BMC Public Health, 10, Article 168. https://doi.org/10.1186/1471-2458-10-168
- Harris, A. N., Stoppelbein, L., Greening, L., Becker, S. P., Luebbe, A., & Fite, P. (2014). Child routines and parental adjustment as correlates of internalizing and externalizing symptoms in children diagnosed with ADHD. Child Psychiatry & Human Development, 45(2), 243–253. https://doi.org/10.1007/s10578-013-0396-4
- Inglesby, T. V., Nuzzo, J. B., O'Toole, T., & Henderson, D. A. (2006). Disease mitigation measures in the control of pandemic influenza. Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science, 4(4), 366–375. https://doi.org/10.1089/bsp.2006.4.366
- Johnson, A. J., Moore, Z. S., Edelson, P. J., Kinnane, L., Davies, M., Shay, D. K., Balish, A., McCarron, M., Blanton, L., Finelli, L., Averhoff, F., Bresee, J. S., Engle, J., & Fiore, A. (2008). Household responses to school closure resulting from outbreak of influenza b, North Carolina. Emerging Infectious Diseases, 14(7), 1024–1030. https://doi.org/10.3201/eid1407.080096
- Kwabena Oduro. (2022, January 7). Safety concerns abound as Quebec students head back to school this week. CBC News. https://www.cbc.ca/news/canada/montreal/safety-conceners-quebec-students-back-to-school-1.6317077
- Manning, J., Billian, J., Matson, J., Allen, C., & Soares, N. (2021). Perceptions of families of individuals with autism spectrum disorder during the COVID-19 crisis. Journal of Autism and Developmental Disorders, 51(8), 2920–2928. https://doi.org/10.1007/s10803-020-04760-5
- Mertens, D. M. (2017). Transformative research: Personal and societal. International Journal for Transformative Research, 4(1), 18–24. https://doi.org/10.1515/ijtr-2017-0001
- Munger, K. M., & Mertens, D. M. (2011). Conducting research with the disability community: A rights-based approach. New Directions for Adult and Continuing Education, 2011(132), 23–33. https://doi.org/10.1002/ace.428
- Rosen, L. D., Lim, A. F., Felt, J., Carrier, L. M., Cheever, N. A., Lara-Ruiz, J. M., Mendoza, J. S., & Rokkum, J. (2014). Media and technology use predicts ill-being among children, preteens and teenagers independent of the negative health impacts of exercise and eating habits. Computers in Human Behavior, 35, 364–375. https://doi.org/10.1016/j.chb.2014.01.036
- Rotarou, E. S., Sakellariou, D., Kakoullis, E. J., & Warren, N. (2021). Disabled people in the time of COVID-19: Identifying needs, promoting inclusivity. Journal of Global Health, 11, Article 03007. https://doi.org/10.7189/jogh.11.03007
- Smahel, D., Wright, M. F., & Cernikova, M. (2015). The impact of digital media on health: Children’s perspectives. International Journal of Public Health, 60(2), 131–137. https://doi.org/10.1007/s00038-015-0649-z
- Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants & Young Children, 20(4), 284–299. https://doi.org/10.1097/01.iyc.0000290352.32170.5a
- Statistics Canada. (2021, May 3). School closures and COVID-19: Impacts on children. https://www150.statcan.gc.ca/n1/pub/71-607-x/2021009/sc-fe-eng.htm
- Steinglass, P., Bennett, L. A., Wolin, S. J., & Reiss, D. (1987). The alcoholic family. Basic Books.
- Stern, A. M., Cetron, M. S., & Markel, H. (2009). Closing the schools: Lessons from the 1918–19 U.S. influenza pandemic. Health Affairs, 28(Supplement 1), w1066–w1078. https://doi.org/10.1377/hlthaff.28.6.w1066
- Sweetser, P., Johnson, D., Ozdowska, A., & Wyeth, P. (2012). Active versus passive screen time for young children. Australasian Journal of Early Childhood, 37(4), 94–98. https://doi.org/10.1177/183693911203700413
- Tang, S., Xiang, M., Cheung, T., & Xiang, Y.-T. (2020). Mental health and its correlates among children and adolescents during COVID-19 school closure: The importance of parent-child discussion. Journal of Affective Disorders, 279, 353–360. https://doi.org/10.1016/j.jad.2020.10.016
- United Nations Sustainable Development Group. (2020). A disability-inclusive response to COVID-19 [Policy brief]. United Nations. https://unsdg.un.org/resources/policy-brief-disability-inclusive-response-covid-19
- Wong, K. K., Shi, J., Gao, H., Zheteyeva, Y. A., Lane, K., Copeland, D., Hendricks, J., McMurray, L., Sliger, K., Rainey, J. J., & Uzicanin, A. (2014). Why is school closed today? Unplanned K-12 school closures in the United States, 2011–2013. PLOS ONE, 9(12), Article e113755. https://doi.org/10.1371/journal.pone.0113755