A Descriptive Study of Well-Being and Assets in Middle Childhood during the COVID-19 Pandemic in a Los Angeles County School District

Abstract

There is burgeoning interest in monitoring children’s well-being and assets at the population-level, particularly in light of the detrimental impacts of the COVID-19 pandemic. There has been, however, a lack of population-level research during the pandemic focusing specifically on middle childhood (i.e., ages 10 – 13), a developmental period characterized by distinct biological, cognitive, social, and emotional changes. In addition, there is a lack of self-report data from this population, which impedes our understanding of their experiences and perspectives during this important developmental period. To address these gaps, the current study analyzed a population-level, self-report measure—the Middle Years Development Instrument (MDI)—administered to 4th and 7th graders in a primarily Hispanic Los Angeles County school district between May – June 2021. This research aimed to 1) describe students’ self-reported social and emotional well-being, connectedness to peers and to adults, school experiences, physical health, and use of after-school time; and 2) investigate students’ social and contextual assets, including adult and peer connectedness, school experiences, health habits, and after-school program participation. Logistic regression analyses controlling for demographic characteristics revealed that 7th graders had lower odds of well-being on four out of the five MDI Well-Being Index measures: Optimism, Happiness, Self Esteem, and General Health, as well as lower odds of three assets: Adult Relationships, After-School Activities, and School Experiences. This study can inform efforts to optimize positive development in middle childhood during and post-COVID-19.