Pedagogical shift and parental mental health during the COVID-19 pandemic: Evidence from the United states

Abstract

The COVID-19 pandemic has presented significant challenges for parents dealing with pedagogical shifts in their children’s education. This study utilizes data from the Household Pulse Survey conducted between April and December 2020 to examine the associations between pedagogical shifts, including class cancellations and distance learning, and the mental health of young and middle-aged parents in the United States during the pandemic. Through multivariate regression analyses, we found that both class cancellations and distance learning were significantly associated with increased parental mental struggles. Notably, class cancellations exhibit a stronger correlation with higher severity of anxiety and depression among parents compared to distance learning. These findings are consistent and robust across alternative models and various mental health measures. Moreover, our heterogeneous analysis indicates that the associations between pedagogical shifts and parental mental health vary based on gender, race, working status, and the political affiliation of the state in which parents reside. Overall, our findings reveal a stronger positive association between pedagogical shifts and mental health struggles among fathers, white parents, individuals who are employed, and those residing in states with Republican leadership. The study highlights the urgent need for policymakers to address the widening mental health disparities among U.S. parents during these challenging times.