Back to School
The Effects of School Reopening on Parents and Children
Bibliographic Data
| ID | 11006004 |
|---|---|
| Authors | Jens Olav Dahlgaard (0000-0001-5063-4587, Department of International Economics, Government and Business Copenhagen Business School, corresponding author), Zoltán Fazekas (0000-0001-8938-2903, Department of International Economics, Government and Business Copenhagen Business School) |
| Year | 2021 |
| Volume | 44 |
| Issue | 3 |
| Pages | 268-279 |
| Publication date | 2021-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Scandinavian Political Studies (JOURNAL) |
| Journal identifiers | ISSN: 0080-6757 • E-ISSN: 1467-9477 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1467-9477.12198 |
| OpenAlex | W3146420765 |
| Language | EN |
| References cited | 16 |
On 15 April, over a few days, Danish schools partially reopened. Only children up until the 5th grade were allowed to return to school. We present results from a two‐wave panel survey collected for parents with children in the 4th to the 7th grade in the week that schools partially reopened (Wave 1, initial N = 1,303) and again 2 weeks after (Wave 2, initial N = 1,000 re‐interviewed). Using a difference‐in‐difference analysis, we compare parents with children below and above the cut‐off. We do not find major differences in how our outcomes of interest develop. Government support decreased slightly more for parents whose children stayed at home, but child well‐being, parental stress, and economic situation mostly evolved in parallel for the two groups of families. More research is warranted on the long‐term effects of school lockdowns and reopening under different social contexts
Danish · Developmental psychology · Government (linguistics · Panel survey · Political science · Significant difference · Sociology · COVID-19 and Mental Health · Demography · Disaster Management and Resilience · Medicine · Psychology · Youth Substance Use and School Attendance
Considering inequalities in the school closure response to Covid-19
Internal construct validity of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS)
Inequality in household adaptation to schooling shocks
The short‐form version of the Depression Anxiety Stress Scales (Dass‐21)
Inequality in learning opportunities during Covid-19
Reconsidering Policy Feedback
Covid‐19 and the Blunders of our Governments
Projecting the Potential Impact of Covid-19 School Closures on Academic Achievement
Using social and behavioural science to support Covid-19 pandemic response
Policy Feedback and the Politics of Administration
Practical and Effective Approaches to Dealing With Clustered Data
The effect of Covid‐19 lockdowns on political support
| Highly cited | No |
|---|