South African COVID-19 School Closures: Impact on Children and Families

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  • Author(s): Sadiyya Haffejee (ORCID Sadiyya Haffejee (ORCID 0000-0002-9513-6861); Thandi M. Simelane (ORCID Thandi M. Simelane (ORCID 0000-0001-9906-1820); Anita Mwanda (ORCID Anita Mwanda (ORCID 0000-0001-8161-0000)
  • Language:
    English
  • Source:
    South African Journal of Education. 2024 14(1).
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
    • Peer Reviewed:
      Y
    • Source:
      10
    • Subject Terms:
      Foreign Countries; School Closing; COVID-19; Pandemics; Well Being; Mental Health; Children; Parents; Psychological Patterns; Stress Variables; Parent Role; Online Courses; Educational Technology; Socioeconomic Status; At Risk Persons; Resources; Low Income Groups; Access to Education; Access to Computers; Racism; Parent Attitudes
    • Subject Terms:
      South Africa
    • ISSN:
      0256-0100
      2076-3433
    • Abstract:
      Background: The COVID-19 pandemic and subsequent school closures have had profound impacts on learners and their families globally, affecting their psychosocial wellbeing. However, the extent and nature of these effects, particularly in diverse socioeconomic contexts, remain largely under-explored. Aim: This study aimed to investigate the effects of school closures on the psychosocial wellbeing of children and parents in South Africa's Gauteng province. Setting: The research included families from various socioeconomic backgrounds in Gauteng province, South Africa. Methods: Using an ethnographic research approach, diary-style entries via the WhatsApp mobile app were collected from 43 families, and semi-structured telephonic interviews were conducted with 21 families. Results: The study found that children experienced adverse emotions, including loneliness, boredom, anxiety and isolation during school closures. Parents reported elevated stress levels and increased caregiving burden. The severity of impact was influenced by access to resources for online or home-schooling. Conclusion: The findings highlight the multi-dimensional implications of school closures on families and underscore the importance of providing adequate support during such disruptions, taking into account the varying effects across socioeconomic backgrounds. Contribution: This study fills a crucial gap in understanding the psychosocial impacts of school closures due to the COVID-19 pandemic on children and parents within diverse socioeconomic contexts. The findings call for equitable access to educational resources, evidence-based remediation efforts, and integrated mental health support services.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1425780