How Did the Pandemic Affect the Socio-Emotional Well-Being of Chilean Schoolchildren? A Longitudinal Study

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dc.contributor.authorSanta-Cruz, Catalina
dc.contributor.authorEspinoza, Victoria
dc.contributor.authorDonoso, Javiera
dc.contributor.authorRosas, Ricardo
dc.contributor.authorBadillo, Dominic
dc.date.accessioned2025-01-20T22:01:00Z
dc.date.available2025-01-20T22:01:00Z
dc.date.issued2022
dc.description.abstractThis study investigated the repercussions of coronavirus disease (COVID-19) and the subsequent quarantine on the emotional well-being of children in their initial years of formal schooling, with particular emphasis on children with special educational needs (SEN) and children from high and low socioeconomic statuses (SES). This longitudinal study employed the Child Behavior Checklist for ages 6-18 (CBCL) completed by the students' guardians at least once during 2018-2019 and again during 2020. The results showed differences in internalizing and externalizing problems after 8 months of quarantine and a significant increase in students fitting clinical or borderline categories given by the CBCL itself. The results are described in detail for four groups considering the combination of SEN and SES characteristics, showing the importance of their intersectionality, especially between low SES and SEN.
dc.description.abstractImpact and Implications This work represents a rapid effort to inquire about the socio-emotional well-being of Chilean schoolers during extensive periods of quarantines due to the COVID-19 pandemic. The analysis considered how groups with different educational needs and SES have changed their well-being since 2018-2019 compared to 2020. This research calls attention to the need to respond with evidence-based data for those more affected. Results implicate that Chilean school-children have seen the most critical diminishing of their socio-emotional well-being during this time. Our results highlight the pressing need to provide parents and educators with tools to confront children's social and emotional development, especially for the more vulnerable populations.
dc.description.funderANID
dc.fuente.origenWOS
dc.identifier.doi10.1037/spq0000493
dc.identifier.eissn2578-4226
dc.identifier.issn2578-4218
dc.identifier.urihttps://doi.org/10.1037/spq0000493
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/93785
dc.identifier.wosidWOS:000741674800001
dc.issue.numero1
dc.language.isoen
dc.pagina.final96
dc.pagina.inicio85
dc.revistaSchool psychology
dc.rightsacceso restringido
dc.subjectCOVID-19
dc.subjectemotional and behavioral disorders
dc.subjectexternalizing and internalizing problems
dc.subjectspecial educational needs
dc.subjectsocioeconomic status
dc.subject.ods03 Good Health and Well-being
dc.subject.odspa03 Salud y bienestar
dc.titleHow Did the Pandemic Affect the Socio-Emotional Well-Being of Chilean Schoolchildren? A Longitudinal Study
dc.typeartículo
dc.volumen37
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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