Long-Term Mandatory Homeschooling during COVID-19 Had Compounding Mental Health Effects on Parents and Children

Abstract

Background/objectives: Most studies have linked mandatory homeschooling during COVID-19 to mental health harm in parents and children, while a minority have found non-significant or beneficial effects. Past studies have not measured mandatory homeschooling continuously over an extended period; consequently, they could not capture compounding mental health effects, which may explain conflicting results. We asked whether children's cumulative time spent homeschooled during COVID-19 school closure mandates caused compounding harm for parent and child mental health, and whether parent employment, child internet access and educational support from schools (live and pre-recorded online classes, home learning packs) impacted this relationship. We aimed to identify the families at greatest risk of mental health harm during mandatory homeschooling and the educational support that may have mitigated this risk.

Methods: Couples completed retrospective, cross-sectional survey questionnaires assessing parent depression, anxiety and stress, child internalizing and externalizing symptoms, and the family's homeschooling experience. Data were analyzed using mediation analysis total effects, ordinary least squares regression and simple slopes analysis.

Results: Both parents and children experienced compounding mental health harm during mandatory homeschooling. Live online classes protected parents and children, while home learning packs protected children. Unexpectedly, reliable internet access and the employment of both parents placed children at greater risk.

Conclusions: Findings suggest that long-term mandatory homeschooling during COVID-19 placed families at greater risk of mental health harm. To protect family mental health during homeschooling mandates, schools should provide children with evidence-based educational support.

Keywords: COVID-19; child mental health; homeschooling; parent mental health.

Figure 1

Conceptual Model for Ordinary Least Squares Regression. Note. This conceptual model demonstrates the intention of the ordinary least squares regressions to determine whether the relationship between cumulative time spent homeschooling and the mental health outcome is changed by the moderator. This image is based on models from Moon [68] and Hayes [66].

Figure 2

Simple slopes for parent anxiety outcome, online live classes moderator. Note. This plot shows the relationship between cumulative time spent homeschooling and parent anxiety at different levels of the moderator, online live classes. The relationship was significant and positive when children did not receive online classes but was non-significant when they did. Axis numerical ranges reflect grand mean centering or effect coding of variables.

Figure 3

Simple slopes for child internalizing outcome, home learning pack moderator. Note. This plot shows the relationship between cumulative time spent homeschooling and child internalizing symptoms at different levels of the moderator, home learning packs. The relationship was significant and positive when children did not receive online classes but was non-significant when they did. Axis numerical ranges reflect grand mean centering or effect coding of variables.

Figure 4

Simple slopes for child internalizing outcome, internet access moderator. Note. This plot shows the relationship between cumulative time spent homeschooling and child internalizing symptoms at different levels of the moderator, internet access. The relationship was significant and positive when they had reliable internet access but was non-significant when they had unreliable internet access. Axis numerical ranges reflect grand mean centering or effect coding of variables.

Figure 5

Simple slopes for child externalizing outcome, parent employment moderator. Note. This plot shows the relationship between cumulative time spent homeschooling and child internalizing symptoms at different levels of the moderator, parent employment. The relationship was significant and positive when both parents were employed but was non-significant when one or both were unemployed. Axis numerical ranges reflect grand mean centering or effect coding of variables.