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Home-Schooling During COVID-19 Lockdown: Effects of Coping Style, Home Space

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Home-Schooling During COVID-19 Lockdown: Effects of Coping Style, Home Space Home-schooling during COVID-19 lockdown: Effects of coping style, home space, and everyday creativity on stress and home-schooling outcomes. Ana Aznar Paul Sowden Sarah Bayless Kirsty Ross Amy Warhurst Dimitra Pachi University of Winchester The authors would like to acknowledge Sandra Mansfield and Nuanpat Tuchinda for their work on this project, as well as thanking the parents who took part. The research was led by Ana Aznar. All authors contributed to the conceptualisation of the research, methodology and resources and project administration. Data analyses were conducted by Paul Sowden. The manuscript was drafted by Ana Aznar, Paul Sowden and Sarah Bayless. All authors substantially contributed to review and editing of the manuscript. Revisions to the manuscript following peer review were made by Ana Aznar and Paul Sowden. Please address correspondence to Ana Aznar, Department of Psychology, University of Winchester, Winchester, SO22 4NR. Email: [email protected] Phone: +44 (0) 1962827135. The present study examined parents’ experiences of home-schooling their children during the first COVID-19 lockdown in the UK. A total of 322 parents completed an online survey between the 1st May and the 24th July 2020. Relationships were explored between predictor variables (coping mechanisms, household income, adequacy of space, access to ‘green’ space) and outcome variables (parenting self-efficacy, discipline, home-schooling relationships) mediated by stress and moderated by creativity and parenting dimensions. Moderated mediation analyses showed that inadequate space at home and negative coping mechanisms resulted in elevated stress and worse outcomes in terms of parents approaches to discipline and their experience of home-schooling their children. Negative outcomes were more pronounced for parents who used high levels of behavioural control. In turn, negative outcomes were reduced when parents had higher levels of self-perceived everyday creativity and outcomes were improved by positive coping strategies. Our findings suggest that interventions focused on developing creative self-efficacy and positive coping strategies may be effective routes to help parents deal with the stress of supporting their children with periods of schooling at home during the COVID-19 pandemic. The COVID-19 pandemic has affected the lives of families around the world, causing stress, economic difficulties, and negative short and long-term effects on individuals’ well-being (Restubog et al., 2020; Sher, 2020). Between March and June 2020, the UK government imposed a national lockdown, closing schools and affecting the life of families with school-aged children, with a further lockdown in the UK from January to March 2021. Similar lockdowns have been enforced and continue to be enforced worldwide, forcing parents into full-time care and home-schooling their children while being socially isolated and physically restricted. Many parents also adjusted to new work-from-home arrangements. Consequently, the stress levels of many parents increased (Hiraoka & Tomoda, 2020), which may have had a negative impact on the parent-child relationship as well as on parents’ and children’s well-being (Lee et al., 2021). Although research examining the effects of the pandemic on families is still emerging, findings suggest that the rates of domestic violence (Taub, 2020) and child maltreatment (UNICEF, 2020) increased. It is vital that we understand the effect that lockdown had on families to inform government responses to further waves of the COVID-19 pandemic and future pandemics. The present study examined parents’ experiences of home-schooling their children in the UK during the March to June 2020 COVID-19 lockdown with the aim of understanding common effects of stress on parenting and home-schooling outcomes in the pandemic context and extending work to date by identifying some of the factors that may buffer negative outcomes. The findings will inform interventions and support for families during the COVID- 19 pandemic. Parenting and Child Development The way parents raise and behave towards their children influences children’s development. Parenting behaviours have mostly been examined in terms of three dimensions: warmth, psychological control, and behavioural control (Morris et al., 2007). Parental warmth refers to the level of love and support towards the children (Altschul et al., 2016). Psychological control refers to the level of guilt induction, blame, and intrusiveness exercised by parents (Soenens & Vansteenkiste, 2010). Behavioural control refers to the level of structure and control aimed at the child (Manzeske & Stright, 2009). These dimensions of parenting exist in a continuum with parents scoring high or low in each one of them. In general, children whose parents are warm and use low levels of punitive and coercive control tend to experience better developmental outcomes. In contrast, children whose parents are colder and controlling, tend to show worse psychosocial adjustment (Jaffe et al., 2010). Different circumstances and factors such as culture, socioeconomic status (SES) or stress affect parenting (Pinderhughes et al., 2001). Parental Stress Parental stress is an important factor influencing parenting behaviours towards their children and the overall quality of the parent-child relationship. Parental stress develops when parents perceive that they do not have the resources to meet the demands of being a parent (Deater-Deckard, 1998), negatively affecting their own and their children’s well- being, their children’s developmental outcomes, and the parent-child relationship (Cappa et al., 2011). Elevated parental stress negatively influences the quality of parenting, parents’ sensitivity towards their child, parents’ cooperation and investment in the child (McMahon & Meins, 2012), and it is linked with poor parental mental health (Leigh & Milgrom, 2008). Parental stress can also negatively influence children’s development. It is positively correlated with children’s developmental and behavioural maladjustment (Fallucco et al., 2016), and linked with worse parent-child relations (Beckerman et al., 2017). In general, stressed parents tend to be more authoritarian and use harsher discipline, which may be negative for children’s development (Liu & Meifang, 2015). There are many factors that tend to increase parents’ level of stress, such as family conflict (Strohschein, 2005), or job loss (Lawson et al., 2020). Parents’ stress during widespread crises (e.g., wars) has been found to increase, in turn having a negative influence on their children’s own stress levels (Eltanamly et al., 2019). In addition, when schools have been closed due to health emergencies or natural disasters, violence against children, reported child abuse, and children’s overall level of vulnerability increased (Cluver et al., 2020; Rothe et al., 2015). Parenting and Home-schooling during the COVID-19 Lockdown Even though research examining parenting during the COVID-19 pandemic is still emerging, a similar pattern is appearing to previous mass crises. Parents have reported experiencing elevated stress levels during the COVID-19 pandemic (Brown et al., 2020; Chung et al., 2020), suggesting that they may have behaved in a more authoritarian manner and used harsher discipline techniques. Indeed, child protection services across many countries affected by the pandemic have reported an increase in levels of child abuse (Agrawal, 2020). Parents in Singapore experienced high stress levels during the COVID-19 lockdown negatively affecting the relationship with their children and increasing their use of harsh parenting (e.g., spanking; Chung et al., 2020). Parents in Spain reported feeling more stressed during the lockdown, with low SES families experiencing more distress whereas higher SES families reported higher levels of resilience (Romero et al., 2020). Recent research suggests that high levels of stress may have greater negative impact on families who were vulnerable to start with (Riegler et al., 2020; Fontanesi et al., 2020). An important task that parents undertook during lockdown was to home-school their children. Previous research addressing stress levels of parents who home-school their children under normal circumstances found relatively low levels of stress when compared to national averages (Windish & Wachob, 2017). However, these findings cannot simply be extrapolated to parents who home-schooled their children during the COVID-19 lockdown because these parents did not do so by choice and were simultaneously coping with COVID- 19 related stressors. Even though parents may be used to helping their children with homework, this is not the same as being responsible for home-schooling a child, as parents were during lockdown. It seems plausible to suggest that the level of parental stress during lockdown increased, negatively influencing their own wellbeing, their ability to home-school their children, and the parent-child relationship. To the best of our knowledge, there is only one study that has examined parents’ experiences of home-schooling their children during the COVID-19 lockdown. Schmidt et al., (in press) conducted a 21-day diary study in Germany. Their findings suggest that school closures had an overall negative impact on parent-child relations. The level of negative affect between parents and children, and children’s own negative affect, increased on the days that the children completed schoolwork. Also, negative parent-child interactions increased on
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