I Felt Like I Was Going Crazy: Understanding Mother’s and Young Children’s Experiences with Learning at Home During COVID-19

Why did we do this study?

Research consistently shows the benefits of in-person schooling for both children and their parents.
- Children benefit academically, physically, and socially
- Parents, especially mothers, benefit from the care that schools provide, enabling them to participate in the workforce
The COVID-19 pandemic led to school closures and stay-at-home orders, resulting in children shifting to at-home learning.
We examined the effects of the switch to at-home learning on young children and their mothers in Toronto during the early pandemic (Study 1) and how these challenges evolved later in the pandemic (Study 2).
We looked at how these challenges relate to family demographics, mental health, and child temperament so we could learn about the impacts of at-home learning and be better prepared for future crises that might affect education.

We used data collected during COVID Wave 1 from 350 mothers.
During telephone surveys, we asked mothers to describe, in their own words, the challenges that they and their children had experienced with learning at home since the start of the pandemic.
Mothers also answered questions about their family’s demographics (income, ethnicity, family structure, etc.).
The surveys included standardized measures of the mothers’ and children’s mental health.
Mothers’ descriptions of the challenges of at-home learning were analyzed using thematic coding, which involved identifying common themes in their descriptions of their experiences.
We also explored the relationships between family demographics, the types of challenges mothers reported, and mental health scores.

80% of the children experienced some level of difficulty with at-home learning.
- The most frequent challenges reported by mothers were difficulty focusing (27%), lack of motivation (21%), and lack of socialization (21%).
82% of the mothers experienced challenges related to their children’s at-home learning.
- The most common challenges for mothers were taking on the role of a teacher (44%) and balancing their children’s learning with their other responsibilities (29%).

Mothers from higher-income families were more likely to report that their children lacked socialization opportunities than those from lower-income families.
Mothers in homes with a higher number of adults reported that their children were more bored.

Maternal Mental Health:
- Mothers who reported experiencing challenges with their children’s at-home learning reported significantly higher levels of stress and depression than those who did not.
- Mothers who reported having difficulty taking on the role of a teacher were more likely to experience depression.
- Mothers whose children experienced any challenges with at-home learning had higher rates of stress, anxiety, and depression.
Child Mental Health:
- Children whose mothers reported that they were having challenges with at-home learning had significantly more conduct problems and hyperactivity. Children whose mothers reported struggling with the teacher role had more peer problems.

Children and parents faced varying educational challenges throughout the pandemic.‌‌
Educational challenges during the pandemic followed different trajectories, with some families struggling throughout and others experiencing delayed difficulties.
Tailored interventions are needed to address the specific needs of different subgroups, particularly in low-income communities.
We recommend that educators communicate regularly with families to understand their challenges better and adapt teaching methods accordingly.
Educators should show empathy and understanding toward parents, particularly mothers who may not feel equipped to take on the role of teacher.
The Canadian government’s financial support programs offered to the lowest-income families appeared to act as a buffer, delaying the challenges experienced by many families.
Policymakers and educators should prioritize strategies that mitigate mental health challenges and provide adequate resources to support both children and parents during disruptions to education. Understanding these patterns can help inform policies for future global crises.