Nermeen E El Nokali, Heather J Bachman, Elizabeth Votruba-Drzal
Parent involvement and children's academic and social development in elementary school
Child development
covid19 pandemic resulted significant disruptions children youth around world especially given school closures shifts teaching modes online hybrid however impact disruptions remains unclear given data limitations reliance crosssectional andor shortinterval surveys well lack broad indicators key outcomes interest current research employs quasiexperimental design using australian fouryear longitudinal survey student responses grade 7 10 aged 1215 years old n 8735 20 schools one education jurisdiction responses available prepandemic 2018 2019 pandemic 2020 2021 importantly survey included measures wellbeing mental health learning engagement well potential known schoolenvironment factors could buffer adversity school climate school identification findings generally line key hypotheses 1 covid19 students learning engagement wellbeing significantly declined 2 students positive school climate stronger school identification precovid19 fared better disruption pandemic however students suffered steeper decline wellbeing engagement may explained impact losing meaningful social group connections decline evident controlling gender academic grade proxy age parental education socioeconomic status concluded investing social environment schools important crisis preparedness facilitate better crisis response among youth