Children's Academic, Social, and Emotional Functioning While Learning in Different Modalities During COVID-19

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Division E Poster Session: Contemporary Perspectives in Human Development

Abstract

Due to the COVID-19 pandemic, children in the United States have been receiving elementary education learning through a variety of modalities. We investigate how school modality might fit with current models of resilience that emphasize the parent-child relationship. 218 parents of elementary schoolers completed an online survey and reported on their child’s academic, social, and emotional functioning along with the modality of their child’s schooling, whether their child had a disability/diagnosis, parent-child relationship quality and parenting success. Results indicated that a healthy parent-child relationship and parenting success were important in predicting child wellbeing. Additionally, findings suggest that online learning may relate to some difficulties in academic wellbeing for children with diagnoses/disabilities, and relates to weaker social wellbeing for all children.

Authors

• Preeti Ganesh Samudra, SUNY - College at Plattsburgh

• Suzannah Chatlos, SUNY - College at Plattsburgh