Skip to main content
SpringerLink
Log in

“What we have done is baking together”: Asian Immigrant Parents’ Perspectives and Experiences Regarding Children’s Mental Health Related to Online Learning During the COVID-19 Pandemic

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

This study reports Asian immigrant parents’ perspectives on the challenges linked to the mental health their families, particularly their children, experienced during the COVID-19 pandemic. Literature on children’s mental health, the importance of social-emotional health, and theoretical perspectives on literacy were investigated in order to guide this inquiry. The data sources included interviews with Asian immigrant parents and informal conversations. The findings indicated that the challenges regarding the mental health of families included parents’ use of digital technology for school online learning, loneliness in navigating mental health, and limited social activity. Parents indicated how their children’s healthy emotions and feelings were negatively influenced by school closures and limited social and physical interaction with peers during the pandemic. The findings also showed that the parents helped their children navigate their mental health in a positive way through various experiences such as indoor and outdoor activities. The findings informed recommendations for formal U.S. school settings to include parents’ concerns and their perspectives on the use of technology during school closures with online home instruction and the family activities parents can use to help their children manage their mental health and support their social and emotional well-being.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11). https://doi.org/10.1016/j.heliyon.2020.e05482.

  • Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875.

    Article  Google Scholar 

  • Al-Balushi, B., & Essa, M. M. (2020). The impact of COVID-19 on children – parent’s perspective. International Journal of Nutrition Pharmacology Neurological Diseases, 10(3), 164–165. https://doi.org/10.4103/ijnpnd.ijnpnd_55_20.

    Article  Google Scholar 

  • Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48, 233–236. https://doi.org/10.1080/1359866X.2020.1752051.

    Article  Google Scholar 

  • Arslan, G., Yıldırım, M., Zangeneh, M., & Ak, İ. (2022). Benefits of positive psychology-based story reading on adolescent mental health and well-being. Child Indicators Research, 1–13. https://doi.org/10.1007/s12187-021-09891-4.

  • Asher, S. R., & Paquette, J. A. (2003). Loneliness and peer relations in childhood. Current Directions in Psychological Science, 12(3), 75–78.

    Article  Google Scholar 

  • Bauer, A., Stevens, M., Purtscheller, D., Knapp, M., Fonagy, P., Evans-Lacko, S., & Paul, J. (2021). Mobilising social support to improve mental health for children and adolescents: A systematic review using principles of realist synthesis. PLoS One, 16(5), e0251750.

    Article  Google Scholar 

  • Bhugra, D., Till, A., & Sartorius, N. (2013). What is mental health? International Journal of Social Psychiatry, 59(1), 3–4. https://doi.org/10.1177/0020764012463.

    Article  Google Scholar 

  • Billington, J., Dowrick, C., Hamer, A., Robinson, J., & Williams, C. (2010). An investigation into the therapeutic benefits of reading in relation to depression and wellbeing. The Reader Organization, Liverpool Health Inequalities Research Centre.

  • Billington, J., Davis, P., & Farrington, G. (2013). Reading as participatory art: An alternative mental health therapy. Journal of Arts and Communities, 5(1), 25–40.

    Article  Google Scholar 

  • Biradar, V., & Dalvi, P. (2020). Impact of COVID 19 on child health. Parents perspectives. International Journal of Nursing Education and Research, 8(4), 463?467. https://doi.org/10.5958/2454-2660.2020.00102.7.

  • Blažević, I., & Klein, N. (2022). Digital media and internet safety among primary school. students during the COVID-19 pandemic. Journal of Elementary Education, 15(2), 127–144. https://doi.org/10.18690/rei.15.2.127-144.2022.

  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.

    Article  Google Scholar 

  • Cooper, K., Hards, E., Moltrecht, B., Reynolds, S., Shum, A., McElroy, E., & Loades, M. (2021). Loneliness, social relationships, and mental health in adolescents during the COVID-19 pandemic. Journal of Affective Disorders, 289, 98–104.

    Article  Google Scholar 

  • Coventry, P. A., Brown, J. E., Pervin, J., Brabyn, S., Pateman, R., Breedvelt, J., & White, P. L. (2021). Nature-based outdoor activities for mental and physical health: Systematic review and meta-analysis. SSM-Population Health, 16, 1–14.

    Article  Google Scholar 

  • Crawford, P. A., & Zygouris-Coe, V. (2006). All in the family: Connecting home and school with family literacy. Early Childhood Education Journal, 33, 261–267. https://doi.org/10.1007/s10643-005-0047-x.

    Article  Google Scholar 

  • Cun, A. (2020). Concerns and expectations: Burmese refugee parents’ perspectives on their children’s learning in American schools. Early Childhood Education Journal, 48(3), 263–272

  • Cun, A. (2022). Learning about the literacy practices of mothers with refugee backgrounds. Urban Education, 00420859221104759

  • Cun, A., & Kfouri, C. (2022). Literacy practices of refugee families: Collaborative case studies. Reading & Writing Quarterly, 38(1), 83–100

  • Davidson, C. (2012). Seeking the green basilisk lizard: Acquiring digital literacy practices in the home. Journal of Early Childhood Literacy, 12(1), 24–45. https://doi.org/10.1177/1468798411416788.

    Article  Google Scholar 

  • Dayal, H. C., & Tiko, L. (2020). When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic. Australasian Journal of Early Childhood, 45, 336–347. https://doi.org/10.1177/1836939120966085.

    Article  Google Scholar 

  • Dias, M. J. A., Almod´ovar, M., Atiles, J. T., Vargas, A. C., & Le´on, I. M. Z. (2020). Rising to the challenge: Innovative early childhood teachers adapt to the COVID- 19 era. Childhood Education, 96, 38–45. https://doi.org/10.1080/00094056.2020.1846385.

    Article  Google Scholar 

  • Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440.

    Article  Google Scholar 

  • Dzhambov, A. M., Lercher, P., Browning, M. H., Stoyanov, D., Petrova, N., Novakov, S., & Dimitrova, D. D. (2021). Does greenery experienced indoors and outdoors provide an escape and support mental health during the COVID-19 quarantine? Environmental Research, 196, 1–12.

    Article  Google Scholar 

  • Efriana, L. (2021). Problems of online learning during Covid-19 pandemic in EFL classroom and the solution. JELITA, 2(1), 38–47. Retrieved from https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/74.

  • Evans, S., Mikocka-Walus, A., Klas, A., Olive, L., Sciberras, E., Karantzas, G., & Westrupp, E. M. (2020). From it has stopped our lives to spending more time together has strengthened bonds: The varied experiences of Australian families during COVID-19. Frontiers in Psychology, 11, 1–13.

    Article  Google Scholar 

  • Feinberg, M. E., Mogle, A., Lee, J., Tornello, J. K., Hostetler, S. L., Cifelli, M. L., J. A., … Hotez, E. (2022). Impact of the COVID- 19 pandemic on parent, child, and family functioning. Family Process, 61(1), 361–374. https://doi.org/10.1111/famp.12649.

    Article  Google Scholar 

  • Fishbane, L., & Tomer, A. (2020). ,March20).As classes move online during COVID-19,what are disconnected students to do? Brookings.https://www.brookings.edu/blog/theavenue/2020/03/20/as-classes-move-online-during-covid-19-whatare-disconnectedstudents-to-do/

  • Fontenelle-Tereshchuk, D. (2021). Mental health and the COVID-19 crisis: The hopes and concerns for children as schools re-open. Interchange, 52(1), 1–16. https://doi.org/10.1007/s10780-020-09413-1.

    Article  Google Scholar 

  • Ford, T. G., Kwon, K. A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the US during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297.

    Article  Google Scholar 

  • Gee, J. P. (1991). What is literacy?. In C. M. Mitchell & K. Weiler (Eds.), Rewriting literacy: Culture and the discourse of the other (pp. 3–11). Bergin and Garvey

  • Glesne, C. (2011). Becoming qualitative researchers (4th ed.). Longman.

  • Gover, A. R., Harper, S. B., & Langton, L. (2020). Anti-asian hate crime during the COVID-19 pandemic: Exploring the reproduction of inequality. American Journal of Criminal Justice, 45, 647–667. https://doi.org/10.1007/s12103-020-09545-1.

    Article  Google Scholar 

  • Hao, L. (2023). Chopsticks and clothes: Chinese heritage parents’ perspectives on young children’s technology use as a tool for language and cultural learning. Literacy, 57(1), 28–39. https://doi.org/10.1111/lit.12312.

  • Harrop, E., Goss, S., Longo, M., Seddon, K., Torrens-Burton, A., Sutton, E., & Selman, L. E. (2022). Parental perspectives on the grief and support needs of children and young people bereaved during the COVID-19 pandemic: Qualitative findings from a national survey. BMC Palliative Care, 21(1), 177. https://doi.org/10.1186/s12904-022-01066-4.

    Article  Google Scholar 

  • Hendryx, M., Green, C. A., & Perrin, N. A. (2009). Social support, activities, and recovery from serious mental illness: STARS study findings. The Journal of Behavioral Health Services & Research, 36, 320–329.

    Article  Google Scholar 

  • Horghagen, S., Fostvedt, B., & Alsaker, S. (2014). Craft activities in groups at meeting places: Supporting mental health users’ everyday occupations. Scandinavian Journal of Occupational Therapy, 21(2), 145–152.

    Article  Google Scholar 

  • Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children & adolescents in COVID-19 pandemic. Pakistan Journal of Medical Sciences, 36(COVID19-S4)(S67). https://doi.org/10.12669/pjms.36.COVID19-S4.2759.

  • Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education Sciences, 10(6), 165. https://doi.org/10.3390/educsci10060165.

    Article  Google Scholar 

  • Klosky, J. V., Gazmararian, J. A., Casimir, O., & Blake, S. C. (2022). Effects of remote education during the COVID- 19 pandemic on young children’s learning and academic behavior in Georgia: Perceptions of parents and school administrators. Journal of School Health, 92(7), 656–664. https://doi.org/10.1111/josh.13185.

    Article  Google Scholar 

  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650.

    Article  Google Scholar 

  • Lam, W. S. E., & Rosario-Ramos, E. (2009). Multilingual literacies in transnational digitally mediated contexts: An exploratory study of immigrant teens in the United States. Language and Education, 23(2), 171–190. https://doi.org/10.1080/09500780802152929.

    Article  Google Scholar 

  • Lankshear, C., & Knobel, M. (2015). Digital literacy and digital literacies: Policy, pedagogy and research considerations for education. Nordic Journal of Digital Literacy, 10, 8–20.

    Article  Google Scholar 

  • Lee, Y. C. (2010). Parents’ perceived roles and home practices in supporting Taiwanese children’s English language and literacy learning. English Teaching & Learning, 34(1).

  • Lewis, M. (2004). Developing a sociological perspective on mental illness through reading narratives and active learning: A book club strategy. Teaching Sociology, 32(4), 391–400. https://doi.org/10.1177/0092055X0403200405.

    Article  Google Scholar 

  • Li, G. (2000). Family literacy and cultural identity: An ethnographic study of a Filipino family in Canada. McGill Journal of Education/Revue des sciences de l’éducation deMcGill, 35(01). Retrieved from https://mje.mcgill.ca/article/view/8510.

  • Li, G. (2006). What do parents think? Middle-class Chinese immigrant parents’ perspectives on literacy learning, homework, and school-home communication. School Community Journal, 16(2), 27–46.

    Google Scholar 

  • Li, G., & Lin, Z. (2023). In and out of the unknown: Lessons from immigrant families promoting multiliteracies during the COVID- 19 pandemic. The Reading Teacher, 76(5), 570–577. https://doi.org/10.1002/trtr.2184.

    Article  Google Scholar 

  • Liu, J. J., Bao, Y., Huang, X., Shi, J., & Lu, L. (2020). Mental health considerations for children quarantined because of COVID-19. The Lancet Child & Adolescent Health, 4(5), 347–349. https://doi.org/10.1016/S2352-4642(20)30096-1.

    Article  Google Scholar 

  • Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218–1239.

    Article  Google Scholar 

  • Manwell, L. A., Barbic, S. P., Roberts, K., Durisko, Z., Lee, C., Ware, E., & McKenzie, K. (2015). What is mental health? Evidence towards a new definition from a mixed methods multidisciplinary international survey. BMJ open, 5(6), 1–11.

    Article  Google Scholar 

  • Matthews, T., Danese, A., Wertz, J., Ambler, A., Kelly, M., Diver, A., & Arseneault, L. (2015). Social isolation and mental health at primary and secondary school entry: A longitudinal cohort study. Journal of the American Academy of Child & Adolescent Psychiatry, 54(3), 225–232.

    Article  Google Scholar 

  • Merry, L., Pelaez, S., & Edwards, N. C. (2017). Refugees, asylum seekers and undocumented migrants and the experience of parenthood: A synthesis of the qualitative literature. Globalization and Health, 13(1), 75. https://doi.org/10.1186/s12992-017-0299-4.

    Article  Google Scholar 

  • Misirli, O., & Ergulec, F. (2021). Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives. Education and Information Technologies, 26(6), 6699–6718. https://doi.org/10.1007/s10639-021-10520-4.

    Article  Google Scholar 

  • Neumann, M. M., & Neumann, D. L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42, 231–239. https://doi.org/10.1007/s10643-013-0608-3.

    Article  Google Scholar 

  • Noor, S., Isa, F. M., & Mazhar, F. F. (2020). Online teaching practices during the COVID-19 pandemic. Educational Process: International Journal, 9(3), 169–184.

    Article  Google Scholar 

  • Novianti, R., & Garzia, M. (2020). Parental engagement in children’s online learning during covid-19 pandemic. Journal of Teaching and Learning in Elementary Education (Jtlee), 3(2), 117–131. https://doi.org/10.33578/jtlee.v3i2.7845.

    Article  Google Scholar 

  • Orellana, M. F., Reynolds, J., Dorner, L., & Meza, M. (2003). In other words: Translating or para- phrasing as a family literacy practice in immigrant households. Reading Research Quarterly, 38(1), 12–34. https://doi.org/10.1598/RRQ.38.1.2.

    Article  Google Scholar 

  • Page, R. M., Frey, J., Talbert, R., & Falk, C. (1992). Children’s feelings of loneliness and social dissatisfaction: Relationship to measures of physical fitness and activity. Journal of Teaching in Physical Education, 11(3), 211–219.

    Article  Google Scholar 

  • Peacock, J., Hine, R., & Pretty, J. (2007). The mental health benefits of green exercise activities and green care. Report for MIND, 1–18.

  • Perry, K. H. (2012). What is literacy?--A critical overview of sociocultural perspectives. Journal of Language and Literacy Education, 8(1), 50–71.

    Google Scholar 

  • Purcell-Gates, V. (Ed.). (2020). Cultural practices of literacy: Case studies of language,literacy, social practice, and power. Routledge.

  • Rice, M. F., & Cun, A. (2021). Personalising digital learning for young children: Leveraging psychosocial identities and techne for literacy development. British Journal of Educational Technology, 52(5), 1823–1838

  • Rice, M. F., & Cun, A. (2023). Leveraging digital literacies to support refugee youth and families’ success in online learning: A theoretical perspective using a socioecological approach. Online Learning, 27(3), 109–132

  • Rizzolo, D., Zipp, G. P., Stiskal, D., & Simpkins, S. (2009). Stress management strategies for students: The immediate effects of yoga, humor, and reading on stress. Journal of College Teaching & Learning (TLC), 6(8). https://doi.org/10.19030/tlc.v6i8.1117.

  • Rothon, C., Goodwin, L., & Stansfeld, S. (2012). Family social support, community social capital and adolescents’ mental health and educational outcomes: A longitudinal study in England. Social Psychiatry and Psychiatric Epidemiology, 47, 697–709.

    Article  Google Scholar 

  • Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.

  • Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328–360. https://doi.org/10.17583/qre.2020.5872.

    Article  Google Scholar 

  • Sevinç, G. (2019). Healing mental health through reading: Bibliotherapy. Psikiyatride Güncel Yaklaşımlar, 11(4), 483–495.

    Article  Google Scholar 

  • Song, K. (2023). Cherishing immigrant parents’ aspiration to support multilingual children’s literacy development across languages. The Reading Teacher, 77(2), 238–242. https://doi.org/10.1002/trtr.2231.

    Article  Google Scholar 

  • Straiton, M. L., & Myhre, S. (2017). Learning to navigate the healthcare system in a new country: A qualitative study. Scandinavian Journal of Primary Health Vare, 35(4), 352–359. https://doi.org/10.1080/02813432.2017.1397320.

    Article  Google Scholar 

  • Street, B. (1984). Literacy in theory and practice. Cambridge University Press.

  • Street, B. (1993). The new literacy studies, guest editorial. Journal of Research in Reading, 16(2), 81–97. https://doi.org/10.1111/j.1467-9817.1993.tb00039.x.

    Article  Google Scholar 

  • Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. Longman.

  • Street, B. (1997). The implications of the ‘new literacy studies’ for literacy education. English in Education, 31(3), 45–59.

    Article  Google Scholar 

  • Street, B. (2003). What’s new in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91.

    Google Scholar 

  • Szente, J. (2020). Live virtual sessions with toddlers and preschoolers amid COVID-19: Implications for early childhood teacher education. Journal of Technology and Teacher Education, 28, 373–390. Retrieved from https://www.learntechlib.org/primary/p/216174/.

  • Tarrant, K., & Nagasawa, M. (2020). New York Early Care and Education Survey: Understanding the impact of COVID-19 on New York Early Childhood System. CUNY: New York Early Childhood Professional Development Institute. Retrieved from https://educate.bankstreet.edu/sc/2.

  • Tomasik, M. J., Helbling, L. A., & Moser, U. (2021). Educational gains of in- person vs. distance learning in primary and secondary schools: A natural experiment during the COVID‐ 19 pandemic school closures in Switzerland. International Journal of Psychology, 56(4), 566–576. https://doi.org/10.1002/ijop.12728.

    Article  Google Scholar 

  • Trainin, G., Wessels, S., Nelson, R., & Vadasy, P. (2017). A study of home emergent literacy experiences of young latino English learners. Early Childhood Education Journal, 45, 651–658. https://doi.org/10.1007/s10643-016-0809-7.

    Article  Google Scholar 

  • Vanderhout, S. M., Birken, C. S., Wong, P., Kelleher, S., Weir, S., & Maguire, J. L. (2020). Family perspectives of COVID-19 research. Research Involvement and Engagement, 6(1), 1–3. https://doi.org/10.1186/s40900-020-00242-1.

    Article  Google Scholar 

  • Wang, C., Cheah, S. L., Liu, C., Zhu, J. L., Havewala, Q., Ma, M., & Housden, R., M (2022). Parents’ perspectives regarding anti-asian racism during COVID-19: Supporting Elementary students at School. School Psychology Review, 1–18. https://doi.org/10.1080/2372966X.2022.2098813.

  • Weinberger, J. (1996a). Literacy goes to school: The parents’ role in young children’s literacy learning. Sage.

  • Weinberger, J. (1996b). A longitudinal study of children’s early literacy experiences at home and later literacy development at home and school. Journal of Research in Reading, 19(1), 14–24. https://doi.org/10.1111/j.1467-9817.1996.tb00083.x.

    Article  Google Scholar 

  • Williams, D. R. (2018). Stress and the mental health of populations of color: Advancing our understanding of race-related stressors. Journal of Health and Social Behavior, 59(4), 466–485. https://doi.org/10.1177/0022146518814251.

    Article  Google Scholar 

  • Zhang, J., & Halpern, C. (2021). The experiences of a Chinese immigrant family during the COVID-19 pandemic. Educational Research and Development Journal, 24(2), 52–72.

    Google Scholar 

  • Zhao, S., & Flewitt, R. (2020). Young Chinese immigrant children’s language and literacy practices on social media: A translanguaging perspective. Language and Education, 34(3), 267–285. https://doi.org/10.1080/09500782.2019.1656738.

    Article  Google Scholar 

  • Zhou, J. (2022). The role of libraries in distance learning during COVID-19. Information Development,38(2), 227–238.

Download references

Acknowledgements

We appreciate the support from the New Mexico Asian Family Center and the UNM Transdisciplinary Research, Equity and Engagement Center (TREE Center).

Funding

The study was funded by UNM Transdisciplinary Research, Equity and Engagement Center (TREE Center) NIMHD Grant # U54 MD004811-10.

Author information

Authors and Affiliations

  1. Department of Language, Literacy, & Sociocultural Studies, University of New Mexico, 212 Hokona Hall, Albuquerque, NM, 87131, USA

    Aijuan Cun

  2. College of Population Health, University of New Mexico, MSC09 5070, 1 University of New Mexico, Albuquerque, NM, 87131, USA

    Shixi Zhao

Authors
  1. Aijuan Cun
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Shixi Zhao
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Aijuan Cun.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cun, A., Zhao, S. “What we have done is baking together”: Asian Immigrant Parents’ Perspectives and Experiences Regarding Children’s Mental Health Related to Online Learning During the COVID-19 Pandemic. Early Childhood Educ J (2024). https://doi.org/10.1007/s10643-024-01658-0

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10643-024-01658-0

Keywords

Search

Navigation