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      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

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          Abstract

          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.

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          Most cited references71

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          Using thematic analysis in psychology

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            The psychological impact of quarantine and how to reduce it: rapid review of the evidence

            Summary The December, 2019 coronavirus disease outbreak has seen many countries ask people who have potentially come into contact with the infection to isolate themselves at home or in a dedicated quarantine facility. Decisions on how to apply quarantine should be based on the best available evidence. We did a Review of the psychological impact of quarantine using three electronic databases. Of 3166 papers found, 24 are included in this Review. Most reviewed studies reported negative psychological effects including post-traumatic stress symptoms, confusion, and anger. Stressors included longer quarantine duration, infection fears, frustration, boredom, inadequate supplies, inadequate information, financial loss, and stigma. Some researchers have suggested long-lasting effects. In situations where quarantine is deemed necessary, officials should quarantine individuals for no longer than required, provide clear rationale for quarantine and information about protocols, and ensure sufficient supplies are provided. Appeals to altruism by reminding the public about the benefits of quarantine to wider society can be favourable.
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              The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.

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                Author and article information

                Contributors
                Journal
                Front Sociol
                Front Sociol
                Front. Sociol.
                Frontiers in Sociology
                Frontiers Media S.A.
                2297-7775
                21 March 2024
                2024
                : 9
                : 1168465
                Affiliations
                [1] 1School of Education, University of Exeter , Exeter, United Kingdom
                [2] 2Department of Teacher Education, University of Turku , Turku, Finland
                Author notes

                Edited by: Orsolya Gergely, Sapientia Hungarian University of Transylvania, Romania

                Reviewed by: Vincenzo Auriemma, University of Salerno, Italy

                Maria Berghs, De Montfort University, United Kingdom

                Amrit Kumar Jha, Lalit Narayan Mithila University, India

                *Correspondence: Angeliki Kallitsoglou, a.kallitsoglou@ 123456exeter.ac.uk
                Article
                10.3389/fsoc.2024.1168465
                10991830
                38577242
                3adfe586-bfb2-42a9-a543-98cde4361ffd
                Copyright © 2024 Kallitsoglou and Topalli.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 17 February 2023
                : 23 February 2024
                Page count
                Figures: 1, Tables: 0, Equations: 0, References: 76, Pages: 15, Words: 13801
                Categories
                Sociology
                Original Research
                Custom metadata
                Medical Sociology

                covid-19,lockdown,working mothers,home-schooling,childcare,maternal wellbeing,emotional states,united kingdom

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