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COVID-19 and Mental Health in the Educational Field

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Mental Health".

Deadline for manuscript submissions: closed (17 April 2023) | Viewed by 14577

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Special Issue Editors

Prof.Dr. Benito León del Barco

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Guest Editor

Department of Psychology, University of Extremadura, 10071 Cáceres, Spain
Interests: mental health; parental practices; bullying; cooperation in the classroom; cooperative learning; academic goals
Special Issues, Collections and Topics in MDPI journals

Prof.Dr. Santiago Mendo Lázaro

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Co-Guest Editor

Department of Psychology, University of Extremadura, 10071 Cáceres, Spain
Interests: mental health; parental practices; cooperation in the classroom; cooperative learning; bullying; academic goals
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Víctor María López Ramos

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Co-Guest Editor

Department of Psychology, University of Extremadura, 10071 Cáceres, Spain
Interests: personality and mental health; emotional intelligence and cooperation; disability and behavior

Prof. Dr. María Isabel Polo Del Río

E-Mail Website
Co-Guest Editor

Department of Psychology, University of Extremadura, 10071 Caceres, Spain
Interests: cooperation in the classroom; cooperative learning; bullying; mental health; teamwork; academic goals; parental practices

Special Issue Information

Dear Colleagues,

We are organizing a Special Issue on “The impact of COVID-19 on Mental Health in the Educational Field” in the International Journal of Environmental Research and Public Health, a peer-reviewed scientific journal that publishes articles in the interdisciplinary areas of Environmental Sciences and Engineering, Public Health, Environmental Health, Occupational Hygiene, Health Economic and Global Health Research.

Last March 11th, 2020, the World Health Organisation (WHO) declared COVID-19 (the acronym for “coronavirus disease 2019”) a pandemic due to the high morbidity and mortality registered since this novel coronavirus was first detected in December 2019.

The health, economic and social effects of the pandemic are extremely severe and their duration has yet to be determined. The pandemic, experienced by almost every country in the world, was an unprecedented situation that has immensely impacted the psychological wellbeing of citizens, with various sources of stress. The World Health Organisation (WHO 2020) has identified mental health problems and drugs and alcohol addiction disorders as integral components of the COVID-19 response.

The pandemic is complicated and has affected all areas of society, including in an educational context. In total, 1.3 billion students have been affected by educational institution closures in 186 countries as a result of COVID-19 (UNESCO, 2020). Several studies have linked the COVID-19 pandemic to high levels of anxiety, psychological distress, depression and suicidal thoughts among students. Other studies have revealed students’ inability to concentrate on their studies and increased use of social media and video games during the pandemic.

On the other hand, teachers had to introduce online teaching during lockdown and have accumulated psychological symptoms since the beginning of the pandemic. Several studies have revealed that a high percentage of teachers showed anxiety, depression and stress symptoms.
For this Special Issue we are inviting researchers from different academic disciplines (education, psychology, medicine, etc.) to address the study of impact of COVID-19 on mental health in the educational field. We are seeking studies that analyze this subject within the educational context. It is evident that the mental health of students and teachers will determine both the quality of teaching and well-being of future generations.

Finally, this issue is open to cross-sectional, longitudinal, and intervention studies that apply quantitative methodologies. Systematic reviews, meta-analyses and proposals for new measuring instruments are also welcome.

The listed keywords suggest just a few of the many possible topics.

Prof. Dr. Benito León del Barco
Guest Editors

Prof. Dr. Santiago Mendo-Lázaro
Prof. Dr. Víctor María López Ramos
Prof. Dr. María Isabel Polo Del Río
co-Guest Editors

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Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

COVID-19
pandemics
lockdown
mental health
well-being
psychological coping
emotional disorders
behavioral disorders
psychological stress
anxiety
depression
education
teachers
students
university
school
primary and secondary schools
children
adolescent

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Published Papers (6 papers)

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17 pages, 910 KiB

Open AccessArticle

Factors Associated with Increased or Decreased Stress Level in French Children during the First COVID-19 Lockdown

by Juliette Faucher, Nagham Khanafer, Nicolas Chauliac, Aziz Essadek, Perrine Galia, Elise Mamimoue, Marie-Laure Leroux, Marie-Pierre Pollet, Françoise Imler-Weber, Yves Gillet, Pierre Fourneret and Pauline Espi

Int. J. Environ. Res. Public Health 2023, 20(5), 4667; https://doi.org/10.3390/ijerph20054667 - 6 Mar 2023

Cited by 1 | Viewed by 1894

Abstract

In spring 2020, governments of many countries implemented lockdown measures to prevent the spread of the COVID-19 pandemic. Worldwide, the pandemic forced about 1.5 billion children to stay at home for several weeks and to experience homeschooling. The objective of this study was to assess the variation in stress levels and associated factors in school-aged children in France during the first COVID-19 lockdown. A cross-sectional study using an online questionnaire was designed by an interdisciplinary team involving hospital child psychiatrists and school doctors. Between 15 June and 15 July 2020, Educational Academy of Lyon (France) invited the parents of school-aged children to participate in this survey. The first part of the questionnaire concerned the children with data on lockdown conditions, socio-demographic data, daily rhythms (eating and sleeping), perceived stress variations, and feelings. The second part assessed parental perspectives on their child’s psychological state and use of the mental health care system. Multivariate logistic regression was performed to identify factors associated with stress variation (increased or decreased). A total of 7218 questionnaires were fully completed by children from elementary school to high school with a balanced sex ratio. In summary, 29% of children reported a higher stress level during the lockdown, 34% reported a lower stress level, and 37% reported no stress variation in the usual situation prior to COVID-19. Parents were most often able to identify signs of increased stress levels in their children. The most influential factors in the variation of stress for children were academic pressure, family relationships, and fear of being infected or infecting a family member with SARS-CoV-2. Our study underlines the high impact of school attendance stressors on children in usual conditions and encourages vigilance for children whose stress levels have decreased during the lockdown but who may have increased difficulty re-exposing themselves upon deconfinement. Full article

(This article belongs to the Special Issue COVID-19 and Mental Health in the Educational Field)

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13 pages, 344 KiB

Open AccessArticle

“COVID Is Another Layer of Problematic Things”: Change, Vulnerability, and COVID-19 among University Students

by Ifeolu David, Enid Schatz, Tyler W. Myroniuk and Michelle Teti

Int. J. Environ. Res. Public Health 2022, 19(23), 15947; https://doi.org/10.3390/ijerph192315947 - 30 Nov 2022

Cited by 7 | Viewed by 2330

Abstract

The COVID-19 pandemic not only had detrimental effects on physical health but also had adverse effects on college students’ mental health. This paper begins to fill a gap in knowledge related to the contextual factors that impacted college students’ mental health during COVID. Using in-depth interviews with a diverse sample of 33 college students at a Midwestern university, during Spring 2021, we highlight the pandemic’s role in shaping college students’ mental health and their outlook of the future. Thematic analysis revealed student reports of mental health decline during the pandemic attributed to campus closures and social distancing policies implemented by the institution to reduce the spread of COVID-19. Students shared that the pandemic created uncertainties about their future opportunities for education, career fulfillment, and employment. However, the interviews also suggested a general sense of adaptation to the pandemic’s impact which was students achieved via a combination of active and passive coping strategies. Expanding institution-based mental health services to include a variety of modalities and off-line toolkits for students can help students cope with mental health challenges, whether in ‘normal times’ or during national crises. Future research should focus on identifying strategies for promoting mental wellness among college students and exploring post-pandemic mental health wellbeing. Full article

(This article belongs to the Special Issue COVID-19 and Mental Health in the Educational Field)

16 pages, 921 KiB

Open AccessArticle

Estimation of Psychological Impairment and Coping Strategies during COVID-19 Pandemic among University Students in Saudi Arabia: A Large Regional Analysis

by Tauqeer Hussain Mallhi, Naveed Ahmad, Muhammad Salman, Nida Tanveer, Shahid Shah, Muhammad Hammad Butt, Ahmed D. Alatawi, Nasser Hadal Alotaibi, Hidayat Ur Rahman, Abdulaziz Ibrahim Alzarea, Abdullah Salah Alanazi, Mohammad Saeed Alzahrani, Sameer Alshehri, Ahmed Aljabri and Yusra Habib Khan

Int. J. Environ. Res. Public Health 2022, 19(21), 14282; https://doi.org/10.3390/ijerph192114282 - 1 Nov 2022

Cited by 8 | Viewed by 2652

Abstract

Background: The COVID-19 pandemic and associated restrictive measures have substantially affected educational processes around the globe, resulting in psychological distress among students. The mental health of students in higher education is of paramount importance, and the COVID-19 pandemic has brought this vulnerable population into renewed focus. In this context, the evaluation of students‘ mental health at educational institutes has gained invaluable popularity during the COVID-19 pandemic. This study aimed to ascertain the psychological health and coping strategies among students from a higher education institute in Saudi Arabia. Methods: An online study instrument was used to assess anxiety (Generalized Anxiety Disorder-7, GAD-7), depression (Patient Health Questionnaire-9, PHQ-9), post-traumatic stress disorder—PTSD (Impact of Event Scale-Revised, IES-R) and coping strategies (Brief-COPE). The severity of the psychological distress was classified as per the scoring criteria and correlated with demographics using appropriate statistical methods. Results: Of 1074 students (age 21.1 ± 2.1 years), 12.9% and 9.7% had severe anxiety and depression, respectively. The mean anxiety and depression scores were 7.50 ± 5.51 and 9.31 ± 6.72, respectively. About one-third (32%) of students reported suicidal ideation, with 8.4% students having such thoughts nearly every day. The average PTSD score was 21.64 ± 17.63, where avoidance scored higher (8.10 ± 6.94) than intrusion and hyperarousal. There was no association of anxiety, depression and PTSD score with the demographics of the study participants. Religious/spiritual coping (5.43 ± 2.15) was the most adoptive coping mechanism, followed by acceptance (5.15 ± 2.10). Male students were significantly (p < 0.05) associated with active copings, instrumental support, planning, humor, acceptance and religious coping. Substance use was the least adopted coping strategy but practiced by a considerable number of students. Conclusions: The long-lasting pandemic situation, onerous protective measures and uncertainties in educational procedures have resulted in a high prevalence of psychological ailments among university students, as indicated in this study. These findings accentuate the urgent need for telepsychiatry and appropriate population-specific mental health services to assess the extent of psychological impairment and to leverage positive coping behaviors among students. Full article

(This article belongs to the Special Issue COVID-19 and Mental Health in the Educational Field)

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18 pages, 392 KiB

Open AccessArticle

Trauma-Informed Care: A Transcendental Phenomenology of the Experiences of International Faculty during the Delta and Omicron Variant Outbreaks in East China

by Benjamin H. Nam and Alexander S. English

Int. J. Environ. Res. Public Health 2022, 19(17), 11057; https://doi.org/10.3390/ijerph191711057 - 3 Sep 2022

Cited by 11 | Viewed by 2113

Abstract

This transcendental phenomenological study explored psychologically traumatic incidents and risk factors among international faculty members (IFMs) who experienced long-term lockdowns during the Delta and Omicron outbreak periods in East China. Based on empirical voices from 18 IFMs in Shanghai, Hangzhou, and Nanjing, this study used trauma-informed care as its primary theoretical lens to examine potential traumatic incidents and risk factors. Findings showed that participants had neuroses about the omen of lockdowns and felt exhausted and frustrated about persistent polymerase chain reaction (PCR) tests. They also experienced or witnessed burnout and dropout due to leisure constraints. Most notably, participants had concerns about families and friends during the series of lockdowns, entailing extreme stress due to separation, illness, loss, and grief. Overall, this study provides practical implications for counseling practices about social and cultural considerations and systemic barriers that impact clients’ well-being. Full article

(This article belongs to the Special Issue COVID-19 and Mental Health in the Educational Field)

13 pages, 2057 KiB

Open AccessArticle

Impacts of Transitioning to an Online Curriculum at a Graduate School in South Korea Due to the COVID-19 Pandemic

by Eric Yee, Changhwa Jung, Derrick Cheriberi, Minjune Choi and Wonsick Park

Int. J. Environ. Res. Public Health 2022, 19(17), 10847; https://doi.org/10.3390/ijerph191710847 - 31 Aug 2022

Cited by 3 | Viewed by 2014

Abstract

This study focuses on the impacts of implementing an online curriculum at a graduate school in South Korea in response to the COVID-19 pandemic. A framework distinguishing impacts to academic, educational, and institutional stakeholders from the virtualization of curricula as well as general COVID-19 prevention measures is invoked to help understand the impacts of these changes. These impacts are sourced from general graduate school operations, course evaluations for two compulsory courses, and unofficial interviews with students and professors. A statistical evaluation of the course evaluations suggested no significant difference between the online format of 2020 and the traditional in person formats in prior years in terms of academics and education. Unofficial meetings with students and faculty revealed technical issues throughout 2020, which many could not be resolved due to the variety of different computer systems at the school as well as limited technical support. Most importantly, students stated they were suffering from prolonged mental and emotional distress such as feeling isolated. Lessons learned include having academic institutions prepare for difficulties in technical support, educational infrastructure investments, compliance, as well as student body mental health. Full article

(This article belongs to the Special Issue COVID-19 and Mental Health in the Educational Field)

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16 pages, 377 KiB

Open AccessArticle

Psychological Burdens among Teachers in Germany during the SARS-CoV-2 Pandemic—Subgroup Analysis from a Nationwide Cross-Sectional Online Survey

by Clemens Koestner, Viktoria Eggert, Theresa Dicks, Kristin Kalo, Carolina Zähme, Pavel Dietz, Stephan Letzel and Till Beutel

Int. J. Environ. Res. Public Health 2022, 19(15), 9773; https://doi.org/10.3390/ijerph19159773 - 8 Aug 2022

Cited by 9 | Viewed by 2689

Abstract

Background: Schools underwent massive changes during the SARS-CoV-2 pandemic worldwide. Besides existing occupational health challenges, teachers had to deal with biological and psychological burdens that had the potential to impact their psychological well-being. The aim of the present study was to (i) assess the current state of psychological burdens in German teachers and (ii) identify highly burdened subgroups to derive and address interventions. Methods: A nationwide cross-sectional online survey was conducted among teachers at all school types in Germany in March 2021. Data on psychological strains were assessed using established (e.g., PHQ-4) and new—pandemic-specific—(e.g., COVID-19-associated anxieties) instruments. ANOVAs and Tukey’s post hoc tests were used to identify highly burdened subgroups (e.g., gender, age, and number of risk factors for severe courses of COVID-19) of teachers. Results: Psychological burdens in German teachers (N = 31.089) exceeded the level of the general population, for example, regarding symptoms of depression (PHQ-2, M = 1.93 vs. 1.24) or generalized anxiety (GAD-2, M = 1.72 vs. 1.03). Subgroup analysis revealed that psychological burdens were unevenly distributed among different groups of teachers; for example, younger teachers (18–30 years) showed more depression symptoms compared with their older colleagues (56–67 years) (PHQ-2, M = 2.01 vs. 1.78). Conclusions: The online survey was conducted during the “third wave” of SARS-CoV-2 in Germany, which might have influenced risk perception and psychological strains. Future studies at different times, ideally longitudinal monitoring of the mental health of teachers, are recommended. Based on our results, evidence-based subgroup-specific interventions should be implemented to sustain teachers’ mental health; for example, younger teachers or teachers with risk factors for a severe course of COVID-19 should receive special attention and support. Teachers from special needs schools whose mental health is, on average, good could also be a starting point for identifying the health promotion structural elements of this school type (e.g., fewer students per teacher). However, beyond the specific pandemic-related psychological burdens, the classic occupational health challenges of physical, biological, and chemical stress and their resulting strains should not be disregarded. Full article

(This article belongs to the Special Issue COVID-19 and Mental Health in the Educational Field)

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