Home-schooling and caring for children during the COVID-19 lockdown in the UK: emotional states, systems of support and coping strategies in working mothers.

Introduction: We examined the experience of the intensification of home-schooling and/or childcare in working mothers in the United Kingdom during the first national COVID-19 lockdown. Our focus was on understanding how mothers dealt with this challenging period both emotionally and practically. Methods: Eligible mothers (n = 47; Mage = 39.6) participated in an anonymous online survey of openended questions. Results: Thematic analysis of responses showed that mothers found home-schooling and/or childcare to be challenging. This was particularly notable in situations where support from partners, schools, and workplaces was limited. For single working mothers, the absence of support resources was especially impactful. Mothers often felt overly stressed trying to balance work and family responsibilities, guilty for not meeting their child's needs, and were worried over their child's well-being and academic progress and over increasing work demands. Common strategies mothers used to cope with the challenges of home-schooling and/or childcare included adopting a positive outlook, implementing flexible family structures, increasing family connectedness, and negotiating alternative partnership models. Discussion: The intensification of home-schooling and/or childcare during the lockdown in the United Kingdom negatively affected maternal well-being, particularly due to limited support. These findings underscore the importance of prioritizing maternal wellbeing in post-pandemic recovery efforts. Additionally, they highlight the social dimension of maternal wellbeing and suggest a comprehensive approach to support it that includes both timely access to intervention for mental health but also implementing family-friendly work policies and offering support with childcare and children's learning as essential measures.

Psychosocial strain and coping of Finnish working mothers during the COVID-19 lockdown: a job demand-control approach.

Introduction: In March 2020 many countries around the world, including Finland, implemented lockdown measures to mitigate the unprecedented impacts of the coronavirus infectious disease (COVID-19) on public health. As a result, school and daycare settings closed indefinitely and working from home became the new normal for a big part of the workforce, which came with increased homeschooling and childcare responsibility for mothers. Methods: In this article we present the findings from maternal responses to open ended questions on psychosocial well-being, and experiences of combining work, family life and homeschooling during the COVID-19 national lockdown in Finland in March-May 2020. Working mothers' responses (n = 72) were analyzed through the lens of Karasek's job demand-control model, focusing on how the mothers experienced the demands of their life during the lockdown, and how they saw their possibilities to control the situation. Results: The findings indicated important variation in the level of experienced demand and control and associated compensatory factors during the COVID-19 lockdown across different subgroups of working mothers. Discussion: The findings have implications for understanding strain and plausible supports among working mothers during the COVID-19 lockdown as well as in the face of acute adversity including the next possible public health crisis.

Perceptual Discrepancy Profiles of Social Competence and Their Interrelations With Depressive Symptoms Among Early Adolescents.

We examined the perceptual discrepancy profiles between self- and peers, and self- and teacher evaluations of adolescents' social competence (SC) and the interrelations of these profiles with self-reported depressive symptoms. The participants were 390 Finnish lower secondary school pupils. Latent profile analysis revealed five classes of discrepancy profiles; adolescents with congruent perceptions, quite congruent perceptions, and positively discrepant perceptions of SC reported lower scores of depressive symptoms, whereas those with negatively and extremely positively discrepant perceptions of SC reported the highest scores of depressive symptoms. The larger the discrepancy between self- and others' evaluations of SC were, the more depressive symptoms were reported. The results indicate that interventions designed to mitigate depression need to be tailored to individual needs.