Addressing the parents’ mental wellness during their kids’ online learning

Abstract

In a letter to Carreon and Manansala, the authors have stressed the urgency to address the psychosocial needs of the students in an online learning platform. But I argue that it is also crucial not to ignore its impact on parents who have to adapt and adopt strategies to guide their kids in their online learning process while also looking after their responsibilities as career persons. Online learning has caused a significant impact on their mental well-being, and this letter aims to address this particular concern.

To the editor

Even before the pandemic, parents have played a significant role in their kids’ learning, and that has not changed even when the traditional learning process has shifted to online learning because of the Covid-19 contagion. Parents are now expected to have added engagement, given the physical absence of the teacher who will monitor, motivate and guide students when doing classwork and activities. Parent involvement is indeed crucial in any student’s learning process.¹ But how does that take a toll on the parents’ mental wellness and stress management given that these parents also have their responsibilities to accomplish as work-from-home (WFH) employees?

This correspondence attempts to respond to an earlier letter to the editor where the authors urge the need to address the psychosocial needs of students² by expanding the focus of care and wellness to include another stakeholder in the online learning activity of students—the parents. In a survey of US adults last October 2020, about 66% of them mentioned how they have provided additional instruction or resources to their children beyond what is being provided by the school.³ Embracing the role as ‘proxy’ educators has increased their level of anxiety and stress, resulting in a higher likelihood of depression, sleep disturbance and disinterest in doing things.⁴

In the Philippines, the story is not different and is even worse when heard from the ground of poverty as many parents cannot afford to hire a tutor to help their kids’ online learning. In rural areas where parents are usually working as farmers or fishers, it is unimaginable how they have to juggle time between working in the field/sea and helping their kids’ online (modular) lessons. Compounded concerns and worries can cause fatigue, ailments and stress. Parents need to find a way to manage this shifting ground of online learning.

First, it is crucial to establish a routine or an organized structure at home. Both in temporal and spatial terms, parents and kids have to find the most effective routines without getting too rigid while still allowing some level of flexibility for both parents and kids to factor in play and non-academic bonding. Second, it is important for parents not to fall into the trap of assuming the role of teachers because their main role is to encourage their kids and allow them a space to build autonomy and self-regulation. Third, it is also crucial for parents to maintain social connectedness amid the lack or absence of physical gathering during the pandemic. Even virtually, parents can establish or expand current networks or can even avail of tele-counseling from their kids’ schools. It is also important to stay connected with their teachers or even with other parents.

The pandemic has challenged the way the learning process is delivered and with it are difficult adjustments and adaptations. Parents, just like any stakeholders (teachers and students) in the area of education, have been affected by this phenomenon, and it is essential for any school, institution and public space to place high regard to the mental wellness of the parents whose kids are studying their lessons at home.

Conflict of Interest

The author declares no conflict of interest in this paper.