The role of family and school during lockdown
Notable differences regarding children's satisfaction with their support
Bibliographic Data
| ID | 7149566 |
|---|---|
| Authors | Carme Montserrat (0000-0001-5062-1903, Universitat de Girona Girona Spain, corresponding author), Joan Llosada‐gistau (0000-0002-0249-6754, Universitat de Girona Girona Spain), Judit Gallart (0000-0002-1347-9247, Universitat de Girona Girona Spain), Anna Planas-Lladó (0000-0001-6505-6222, Universitat de Girona Girona Spain), Carolina Martí‐llambrich (0000-0003-4189-5878, Universitat de Girona Girona Spain) |
| Year | 2025 |
| Volume | 39 |
| Issue | 1 |
| Pages | 54-73 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.12893 |
| OpenAlex | W4400897067 |
| Language | EN |
| References cited | 45 |
Studying the support received from key agents in children's lives, family and school, from the point of view of the children themselves, will allow us to be better prepared to guide them in a post‐pandemic scenario. The main objective is to study the perceptions and evaluations of students between the ages of 9 and 17 regarding the guidance and support they received during the pandemic, and more specifically the help they received from their family and school. With a quantitative design, a questionnaire was administered to a sample of 1216 children ( M = 14.3; SD = 2.468), from five geographical areas in Catalonia, Spain. Two multiple regression models were built with a good fit ( p R 2 = 0.42 and adj R 2 = 0.45). One of the outstanding results is the huge difference between the children's satisfaction with the help received from their family (very high) and from school (very low). In addition, children who identify as non‐binary as well as secondary school students show much lower average levels of satisfaction with the support they receive. The ultimate purpose of this article is to make proposals to strengthen personalization and support from the perspective of community socio‐educational resilience
Developmental psychology · Family and Disability Support Research · Family Support in Illness · Psychology · Resilience and Mental Health
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Alumnado que no sigue las actividades educativas
Fostering community socio-educational resilience in pandemic times
Covid‐19 school closures and cumulative disadvantage
Children's perspectives and experiences of the Covid‐19 pandemic and UK public health measures
Children Photographing Well‐being
Emotional Health and Well‐being in Schools
Resilience in children and youth
Subjective Social Indicators and Child and Adolescent Well-being
The Child Indicators Movement
Subjective well‐being
Parents as partners in education during Covid-19-related school closures in England
Community Resilience
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The subjective well-being of adolescents in residential care compared to that of the general population
Community Resilience as a Metaphor, Theory, Set of Capacities, and Strategy for Disaster Readiness
Social support networks among diverse sexual minority populations
Toward an experimental ecology of human development
The Concept and Measurement of the Quality of School Life
The impact of lockdown on the learning gap
Children's rights and research processes
Impact of the 2020 pandemic of Covid-19 on Families with School-aged Children in the United States
School Satisfaction Among Adolescents
| Citation velocity | historical |
|---|---|
| Highly cited | No |