Indian Parents’ Perceptions of Children’s Psychological Wellbeing and Academic Learning during COVID-19

Abstract

Indian children experienced large-scale disruption in educational, psychological, and social welfare access when schools abruptly closed due to COVID-19. In addition to education, the Indian public school system provides services such as meals and benefits related to improving gender parity and indirectly preventing child labor, child marriages, and abuse. Therefore, sustained school closures led to an unfolding disaster in terms of learning loss and multiple unknown effects on children’s social and psychological wellbeing. This descriptive study attempts to understand these consequences by asking Indian parents about the emotional, psychological, and academic impacts on their children. Results suggest an adverse impact on children’s education and wellbeing. Families reported higher levels of psychological distress, anxiety, and aggression among children. However, the manifestations and ramifications seem to be different—while families from low-income segments struggled to get access to digital devices, others in upper-income segments had to confront excessive device time use. The results suggest that there is a need for a concerted, sustained, multipronged, differential response from the government and civil society to ensure that families can handle these challenges accordingly.

Keywords

• COVID-19
• Indian parents
• children’s psychological wellbeing
• academic learning