The moderating effect of COVID-19 stress on school racial climate and parent and child mental well-being

Danielle R. Eugene, Cristin Blalock, Erica D. Robinson and Jandel Crutchfield

Children and Youth Services Review, 2022, vol. 139, issue C

Abstract: The deleterious and racially disparate health outcomes of COVID-19 have been on full display since the pandemic began in the United States; however, less exploration has been dedicated to understanding short- and long-term mental health outcomes for U.S. parents and their children as a result of COVID’s impact on schooling. This cross-sectional study examined U.S. parents perspectives on COVID-19 stress as a moderating influence on the relationship between perceptions of school racial climate (i.e., intergroup interactions and campus racial socialization) and parent and child mental health outcomes. Participants were recruited from Prolific’s online survey platform and included a sample of 397 U.S. parents (52% female, average age 40, 74% White) with a child between the ages of 6 and 17, enrolled in a K-12 public school setting during the 2020–2021 academic year. The results revealed that COVID-19 stress moderated the relationship between parents’ perceptions of campus racial socialization and parent mental well-being. Parents who reported either low, moderate, or high levels of COVID-19 stress had improved mental health when racial socialization in their child’s school was high. This impact was greater for parents with high levels of COVID-19 stress than with low levels of COVID-19 stress. However, parents’ perceptions of COVID-19 stress did not moderate the relationship between school racial climate factors and child behavioral and emotional problems. Findings have important implications which are discussed.

Keywords: COVID-19 stress; School racial climate; Child and adolescent mental health; Parent mental well-being (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:139:y:2022:i:c:s0190740922002080

DOI: 10.1016/j.childyouth.2022.106572

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