Cumulative Disadvantage or Strained Advantage? Remote Schooling, Paid Work Status, and Parental Mental Health during the COVID-19 Pandemic

Abstract

During the COVID-19 pandemic, parents experienced difficulties around employment and children's schooling, likely with detrimental mental health implications. We analyze National Longitudinal Survey of Youth 1997 data (N = 2,829) to estimate depressive symptom changes from 2019 to 2021 by paid work status and children's schooling modality, considering partnership status, gender, and race-ethnicity differences. We draw on cumulative disadvantage theory alongside strained advantage theory to test whether mental health declines were steeper for parents with more disadvantaged statuses or for parents with more advantaged statuses. Parents with work disruptions, without paid work, or with children in remote school experienced the greatest increases in depressive symptoms, with steepest increases among single parents without paid work and single parents with children in remote school (cumulative disadvantage), fathers without paid work (strained advantage), and White parents with remote school (strained advantage). We discuss the uneven impacts of the pandemic on mental health and implications for long-term health disparities.

Keywords: COVID-19 pandemic; gender; parenthood; partnership status; race-ethnicity.

Figure 1:

Predicted Values of Change in CESD from 2019 to 2021 by Partnership Status and Paid Work Status, NLSY97, N=2,829 Notes: Predicted values calculated using coefficients from Table 2, Model 2. Covariates held at their means.

Figure 2:

Predicted Values of Change in CESD from 2019 to 2021 by Partnership Status and Remote School, NLSY97, N=2,829 Notes: Predicted values calculated using coefficients from Table 3, Model 2. Covariates held at their means.

Figure 3:

Predicted Values of Change in CESD from 2019 to 2021 by Gender and Paid Work Status, NLSY97, N=2,829 Notes: Predicted values calculated using coefficients from Table 2, Model 3. Covariates held at their means.

Figure 4:

Predicted Values of Change in CESD from 2019 to 2021 by Race/Ethnicity and Remote School, NLSY97, N=2,829 Notes: Predicted values calculated using coefficients from Table 3, Model 4. Covariates held at their means.