Shifting routines among families with school-age children with disabilities due to mandatory school closures during the COVID-19 pandemic in Québec, Canada

Authors

  • Gustina Giordano McGill University
  • Katja Kathol McGill University
  • Dr. Tara Flanagan McGill University

Keywords:

COVID-19, family routines, learning differences, disability, school closures

Abstract

This study explored the changes in routine and emotional themes experienced by families of children with learning differences or disabilities due to mandatory school closures during COVID-19 in Québec, Canada. A questionnaire was used to compare the family routines of 21 participants before and after the school closures. The study’s findings highlight an overall concern regarding the social and emotional outcomes of long-term school closures. Family routines after the school closures included increased technology usage, lack of socialization, cease or decline of extracurriculars and therapies, and an increase in symptoms of depression and anxiety among school-aged children with learning differences and disabilities. The authors suggest enhanced support services to mitigate negative outcomes among school-aged children with learning differences and disabilities.

Author Biographies

Gustina Giordano, McGill University

MEd, is a doctoral student at the Illinois School of Professional Psychology at National Louis University. She holds a master’s degree in educational psychology from McGill University. Her main research and theoretical interests lie in the areas of social inclusion and social policy for persons with developmental disabilities. She is particularly interested in the impact of routines on families, the postsecondary outcomes for young adults with developmental disabilities, and best practices in treatment. She is currently a learning specialist at the North Shore Learning Clinic, working directly with students who have learning disabilities to help improve executive functioning abilities as well as school and postsecondary outcomes.

Katja Kathol, McGill University

BA, MEd, holds a master’s degree in educational psychology from McGill University. There, her research focused on improving outcomes for students with diverse needs in school and society. She currently works in the field of customer education, advancing eLearning best practices with a person-first approach. Still an active member of the Montréal community, Katja also sits on the Board of Directors at the Sexual Health Network of Quebec, where she seeks to reduce local and provincial barriers to sexual health education.

Dr. Tara Flanagan, McGill University

is an associate professor within the Department of Educational and Counselling Psychology (ECP). Her main research and theoretical interests lie in the areas of social cognition, social inclusion, and social policy for persons with developmental disabilities. She is particularly interested in the transition from school to the community for young adults with disabilities, self-determination, and in the notions of adulthood and quality of life for individuals on the autism spectrum. She has also served as chair of McGill's Joint Board-Senate Committee on Equity Subcommittee on Persons with Disabilities. This subcommittee is comprised of a wide array of students, faculty, and staff across McGill University who are invested in recommending university policy and in promoting a more inclusive McGill.

References

Ali, S. T., Kadi, A. S., & Ferguson, N. M. (2013). Transmission dynamics of the 2009 influenza A (H1N1) pandemic in India: The impact of holiday-related school closure. Epidemics, 5(4), 157–163. https://doi.org/10.1016/j.epidem.2013.08.001

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Publishing.

Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2021). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families? Journal of Autism and Developmental Disorders, 51(5), 1772–1780. https://doi.org/10.1007/s10803-020-04577-2

Barton, A. W., Brody, G. H., Yu, T., Kogan, S. M., Chen, E., & Ehrlich, K. B. (2019). The profundity of the everyday: Family routines in adolescence predict development in young adulthood. Journal of Adolescent Health, 64(3), 340–346. https://doi.org/10.1016/j.jadohealth.2018.08.029

Bates, C. R., Nicholson, L. M., Rea, E. M., Hagy, H. A., & Bohnert, A. M. (2021). Life interrupted: Family routines buffer stress during the COVID-19 pandemic. Journal of Child and Family Studies, 30(11), 2641–2651. https://doi.org/10.1007/s10826-021-02063-6

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497

Bellis, W. (2021). Will you see my son? In A. Banerjee & S. Thavaraj (Eds.), Odell's clinical problem solving in dentistry (4th ed., pp. 231–235). Elsevier. https://doi.org/10.1016/C2016-0-03918-9

Bennett, C. L. (2022). Disability studies as a framework for research [PowerPoint slides]. University of Washington. https://www.cs.washington.edu/mssi/2016/Si2016-Bennett-Disability-Studies-and-Research-final.pdf

Black, K., & Lobo, M. (2008). A conceptual review of family resilience factors. Journal of Family Nursing, 14(1), 33–55. https://doi.org/10.1177/1074840707312237

Block, P., Pereira, E. L., Guedes de Mello, A., & Sakellariou, D. (2021). Introduction to the special issue: Disability and COVID-19. Disability Studies Quarterly, 41(3). https://doi.org/10.18061/dsq.v41i3.8440

Boyd, B. A., McCarty, C. H., & Sethi, C. (2014). Families of children with autism: A synthesis of family routines literature. Journal of Occupational Science, 21(3), 322–333. https://doi.org/10.1080/14427591.2014.908816

Bridley, A., & Jordan, S. S. (2012). Child routines moderate daily hassles and children’s psychological adjustment. Children’s Health Care, 41(2), 129–144. https://doi.org/10.1080/02739615.2012.657040

Camden, C., Malboeuf-Hurtubise, C., Roberge, P., Généreux, M., Lane, J., Jasmin, E., Kalubi, J.-C., Bussières, E.-L., Chadi, N., & Montreuil, M. (2020). Les répercussions de la pandémie de la COVID-19 sur la santé mentale des enfants de 5-12 ans et les défis particuliers vécus par les enfants ayant des enjeux neurodéveloppementaux : une synthèse des recommandations. Canadian Institutes of Health Research.

Connor, D. J., Gabel, S. L., Gallagher, D. J., & Morton, M. (2008). Disability studies and inclusive education — Implications for theory, research, and practice. International Journal of Inclusive Education, 12(5-6), 441–457. https://doi.org/10.1080/13603110802377482

Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE Publications.

Das, A. S., Bonny, F. A., Mohosin, A. B., Rashid, S. F., & Hasan, M. T. (2021). Co-exploring the effects of COVID-19 pandemic on the livelihood of persons with disabilities in Bangladesh. Disability Studies Quarterly, 41(3). https://doi.org/10.18061/dsq.v41i3.8377

De Luca, G., Van Kerckhove, K., Coletti, P., Poletto, C., Bossuyt, N., Hens, N., & Colizza, V. (2018). The impact of regular school closure on seasonal influenza epidemics: A data-driven spatial transmission model for Belgium. BMC Infectious Diseases, 18(1), Article 29. https://doi.org/10.1186/s12879-017-2934-3

Dickinson, W. J., Potter, G. G., Hybels, C. F., McQuoid, D. R., & Steffens, D. C. (2011). Change in stress and social support as predictors of cognitive decline in older adults with and without depression. International Journal of Geriatric Psychiatry, 26(12), 1267–1274. https://doi.org/10.1002/gps.2676

Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology, 16(4), 381–390. https://doi.org/10.1037/0893-3200.16.4.381

Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4(2), 157–176. https://doi.org/10.1007/bf01544110

Golberstein, E., Wen, H., & Miller, B. F. (2020). Coronavirus disease 2019 (COVID-19) and mental health for children and adolescents. JAMA Pediatrics, 174(9), 819–820. https://doi.org/10.1001/jamapediatrics.2020.1456

Goldschmidt, K. (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children. Journal of Pediatric Nursing, 53, 88–90. https://doi.org/10.1016/j.pedn.2020.04.013

Green, V. A., Sigafoos, J., Pituch, K. A., Itchon, J., O'Reilly, M., & Lancioni, G. E. (2006). Assessing behavioral flexibility in individuals with developmental disabilities. Focus on Autism and Other Developmental Disabilities, 21(4), 230–236. https://doi.org/10.1177/10883576060210040401

Halder, N., Kelso, J. K., & Milne, G. J. (2010). Analysis of the effectiveness of interventions used during the 2009 A/H1N1 influenza pandemic. BMC Public Health, 10, Article 168. https://doi.org/10.1186/1471-2458-10-168

Harris, A. N., Stoppelbein, L., Greening, L., Becker, S. P., Luebbe, A., & Fite, P. (2014). Child routines and parental adjustment as correlates of internalizing and externalizing symptoms in children diagnosed with ADHD. Child Psychiatry & Human Development, 45(2), 243–253. https://doi.org/10.1007/s10578-013-0396-4

Inglesby, T. V., Nuzzo, J. B., O'Toole, T., & Henderson, D. A. (2006). Disease mitigation measures in the control of pandemic influenza. Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science, 4(4), 366–375. https://doi.org/10.1089/bsp.2006.4.366

Johnson, A. J., Moore, Z. S., Edelson, P. J., Kinnane, L., Davies, M., Shay, D. K., Balish, A., McCarron, M., Blanton, L., Finelli, L., Averhoff, F., Bresee, J. S., Engle, J., & Fiore, A. (2008). Household responses to school closure resulting from outbreak of influenza b, North Carolina. Emerging Infectious Diseases, 14(7), 1024–1030. https://doi.org/10.3201/eid1407.080096

Kwabena Oduro. (2022, January 7). Safety concerns abound as Quebec students head back to school this week. CBC News. https://www.cbc.ca/news/canada/montreal/safety-conceners-quebec-students-back-to-school-1.6317077

Manning, J., Billian, J., Matson, J., Allen, C., & Soares, N. (2021). Perceptions of families of individuals with autism spectrum disorder during the COVID-19 crisis. Journal of Autism and Developmental Disorders, 51(8), 2920–2928. https://doi.org/10.1007/s10803-020-04760-5

Mertens, D. M. (2017). Transformative research: Personal and societal. International Journal for Transformative Research, 4(1), 18–24. https://doi.org/10.1515/ijtr-2017-0001

Munger, K. M., & Mertens, D. M. (2011). Conducting research with the disability community: A rights-based approach. New Directions for Adult and Continuing Education, 2011(132), 23–33. https://doi.org/10.1002/ace.428

Rosen, L. D., Lim, A. F., Felt, J., Carrier, L. M., Cheever, N. A., Lara-Ruiz, J. M., Mendoza, J. S., & Rokkum, J. (2014). Media and technology use predicts ill-being among children, preteens and teenagers independent of the negative health impacts of exercise and eating habits. Computers in Human Behavior, 35, 364–375. https://doi.org/10.1016/j.chb.2014.01.036

Rotarou, E. S., Sakellariou, D., Kakoullis, E. J., & Warren, N. (2021). Disabled people in the time of COVID-19: Identifying needs, promoting inclusivity. Journal of Global Health, 11, Article 03007. https://doi.org/10.7189/jogh.11.03007

Smahel, D., Wright, M. F., & Cernikova, M. (2015). The impact of digital media on health: Children’s perspectives. International Journal of Public Health, 60(2), 131–137. https://doi.org/10.1007/s00038-015-0649-z

Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants & Young Children, 20(4), 284–299. https://doi.org/10.1097/01.iyc.0000290352.32170.5a

Statistics Canada. (2021, May 3). School closures and COVID-19: Impacts on children. https://www150.statcan.gc.ca/n1/pub/71-607-x/2021009/sc-fe-eng.htm

Steinglass, P., Bennett, L. A., Wolin, S. J., & Reiss, D. (1987). The alcoholic family. Basic Books.

Stern, A. M., Cetron, M. S., & Markel, H. (2009). Closing the schools: Lessons from the 1918–19 U.S. influenza pandemic. Health Affairs, 28(Supplement 1), w1066–w1078. https://doi.org/10.1377/hlthaff.28.6.w1066

Sweetser, P., Johnson, D., Ozdowska, A., & Wyeth, P. (2012). Active versus passive screen time for young children. Australasian Journal of Early Childhood, 37(4), 94–98. https://doi.org/10.1177/183693911203700413

Tang, S., Xiang, M., Cheung, T., & Xiang, Y.-T. (2020). Mental health and its correlates among children and adolescents during COVID-19 school closure: The importance of parent-child discussion. Journal of Affective Disorders, 279, 353–360. https://doi.org/10.1016/j.jad.2020.10.016

United Nations Sustainable Development Group. (2020). A disability-inclusive response to COVID-19 [Policy brief]. United Nations. https://unsdg.un.org/resources/policy-brief-disability-inclusive-response-covid-19

Wong, K. K., Shi, J., Gao, H., Zheteyeva, Y. A., Lane, K., Copeland, D., Hendricks, J., McMurray, L., Sliger, K., Rainey, J. J., & Uzicanin, A. (2014). Why is school closed today? Unplanned K-12 school closures in the United States, 2011–2013. PLOS ONE, 9(12), Article e113755. https://doi.org/10.1371/journal.pone.0113755

Downloads

Published

2024-06-21

How to Cite

Giordano, G., Kathol, K., & Flanagan, D. T. (2024). Shifting routines among families with school-age children with disabilities due to mandatory school closures during the COVID-19 pandemic in Québec, Canada. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill. Retrieved from https://mje.mcgill.ca/article/view/10113

Issue

Advance Online Publication

Section

Articles

License

Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.

Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.

A copy of our standard form may be requested from mje.education@mcgill.ca