Original Research

South African COVID-19 school closures: Impact on children and families

Sadiyya Haffejee, Thandi M. Simelane, Anita Mwanda
South African Journal of Childhood Education | Vol 14, No 1 | a1415 | DOI: https://doi.org/10.4102/sajce.v14i1.1415 | © 2024 Sadiyya Haffejee, Thandi M. Simelane, Anita Mwanda | This work is licensed under CC Attribution 4.0
Submitted: 07 August 2023 | Published: 22 May 2024

About the author(s)

Sadiyya Haffejee, Centre for Social Development in Africa, Faculty of Humanities, University of Johannesburg, Johannesburg, South Africa
Thandi M. Simelane, Centre for Social Development in Africa, Faculty of Humanities, University of Johannesburg, Johannesburg, South Africa
Anita Mwanda, Centre for Social Development in Africa, Faculty of Humanities, University of Johannesburg, Johannesburg, South Africa

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.


Keywords

school closures; COVID-19 pandemic; children; parents; psychological wellbeing; South Africa

Sustainable Development Goal

Goal 4: Quality education

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