Quality of Life in Schoolchildren, Their Parents and Teachers during the COVID-19 Pandemic: Psychosomatic Health, Teachers' and Parents' Burnout Along with the Prevalence of Depressive and Anxiety Symptoms

Abstract

The COVID-19 pandemic and the related changes in the implementation of educational activ-
ities affected three groups of the school community: schoolchildren, their parents and teachers.

The purpose of this study is to assess psychological functioning in these groups in the period
before returning to full-time face-to-face education. The study involved 88 schoolchildren, 99
parents and 36 teachers from Poland. Life satisfaction, subjective physical and mental health
complaints as well as the quality of life were assessed in students. Anxiety and depressive
symptoms, teachers’ and parental burnout were also studied. Additionally, the usage of such
maladaptive coping strategies as rumination was assessed in teachers. The analysis revealed
that lower levels of psychological well-being were shown by girls (compared to boys) and
schoolchildren from grades 7 to 8 (compared to younger pupils). Teachers scored relatively high on the anxiety/depressive symptoms and work burnout scales. In contrast, parents had
lower levels of anxiety/depressive symptoms and the level of parental burnout was average.
Among the participants of the educational process, pupils in the higher grades (7–8), especially
girls, as well as teachers had poorer well-being. We suggest that measures should be taken to
provide psychological support to these risk groups.

Full text

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Karolina Mudło-Głagolska
Kazimierz Wielki University in Bydgoszcz, Poland
e-mail: mudlo@ukw.edu.pl
ORCID: https://orcid.org/0000-0001-8079-3781
Paweł Larionow
Kazimierz Wielki University in Bydgoszcz, Poland
e-mail: pavel@ukw.edu.pl
ORCID: https://orcid.org/0000-0002-4911-3984
Quality of Life in Schoolchildren, Their Parents
and Teachers during the COVID-19 Pandemic:
Psychosomatic Health, Teachers’ and Parents’
Burnout Along with the Prevalence of Depressive
and Anxiety Symptoms
http://dx.doi.org/10.12775/PBE.2022.004
Abstract
e COVID-19 pandemic and the related changes in the implementation of educational activ-
ities affected three groups of the school community: schoolchildren, their parents and teachers.
e purpose of this study is to assess psychological functioning in these groups in the period
before returning to full-time face-to-face education. e study involved 88 schoolchildren, 99
parents and 36 teachers from Poland. Life satisfaction, subjective physical and mental health
complaints as well as the quality of life were assessed in students. Anxiety and depressive
symptoms, teachers’ and parental burnout were also studied. Additionally, the usage of such
maladaptive coping strategies as rumination was assessed in teachers. e analysis revealed
that lower levels of psychological well-being were shown by girls (compared to boys) and
schoolchildren from grades 7 to 8 (compared to younger pupils). Teachers scored relatively
Przegląd Badań Edukacyjnych
Educational Studies Review
ISSN 1895-4308
nr 36 (1/2022), s. 67–89 ORYGINALNE
ARTYKUŁY
BADAWCZE

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high on the anxiety/depressive symptoms and work burnout scales. In contrast, parents had
lower levels of anxiety/depressive symptoms and the level of parental burnout was average.
Among the participants of the educational process, pupils in the higher grades (7–8), especially
girls, as well as teachers had poorer well-being. We suggest that measures should be taken to
provide psychological support to these risk groups.
Keywords: school, COVID-19 pandemic, quality of life, burnout, depression, anxiety.
Introduction
e COVID-19 pandemic has greatly and widely affected people’s functio-
ning as well as their mental health and well-being. ese difficulties affected
not only students, but also their parents and teachers. Agrowing body of
research suggests that lockdown is associated with poorer social and emotio-
nal well-being in adults (Brooks et al., 2020) and in children (Jiao et al., 2020;
Orgilés et al., 2020). Studies in the Polish sample showed that female gender,
parental status, having arelationship, at least atwo-person household were
associated with higher post-traumatic stress symptoms or stress, anxiety and
depressive symptoms during the COVID-19 pandemic (Larionow & Mudło-
-Głagolska, 2021).
Schools closures have also had serious psychosocial effects in children
(Spinelli et al., 2020), since school is not only aplace of learning for children,
but it also offers opportunities for interaction with friends and psychological
comfort, support in different spheres of functioning, such as psychological
support, nutrition and health care (Hoffman & Miller, 2020).
Impact of the COVID-19 pandemic on schoolchildren
As aresult of the pandemic, children have experienced changes in their daily
routines, activities and social interactions. Children’s stress is oen manifested
through changes in behaviors which are likely to be perceived as challenging
by parents (e.g., whining, sleep difficulties), contributing to parents’ stress and
altering parenting behaviors (Neece et al., 2012). As for the situation in Spain
and Italy, Orgilés et al. (2020) found that over 85% of parents reported chan-
ges in their children’s emotional state and behavior, with the most frequent

Karolina Mudło-Głagolska, Paweł Larionow Quality of Life in Schoolchildren
69
increase in difficulty concentrating (76.6%). Arecent systematic review found
that COVID-19 loneliness in children was associated with subsequent mental
health issues, including depression (Loades et al., 2020).
Reference should also be made to the research conducted in Poland. It
was shown that the period aer school being shut down was associated with
astrong crisis experience in many young people, as Bilicki (2020) points
out. In astudy by Bigaj and Dębski (2020), asignificant proportion of adole-
scent students said that in the 3 months aer school closure they felt much
or somewhat worse than before the pandemic (18% and 30% respectively
among all students surveyed). One in six students indicated that they felt
alittle or alot better (9% and 8%, respectively). Poorer well-being was signi-
ficantly more common among high school students compared to vocational
school students or secondary school pupils. Makaruk et al. (2020) showed
that students aged 13–17 had low ratings of their life satisfaction and almost
31% admitted that their well-being had deteriorated. All of these negative
indicators were more common for girls than boys (Makaruk et al., 2020).
In astudy by e School with Class Foundation (2021), teachers identified
depression as the most serious problem among students. Young people expe-
rienced headaches (16%) or stomachaches (9%) very frequently. On average,
one in five respondents experienced difficulty falling asleep and one in three
experienced alack of energy (Bigaj & Debski, 2020).
Impact of the COVID-19 pandemic on parents
During the COVID-19 pandemic, the demands of many parents increased
significantly while resources decreased (Griffith, 2020). Parents in self-isola-
tion had to work, homeschool their children, and simultaneously attend to
household chores. At the same time, due to the need for social distancing,
gatherings with family and friends were prohibited, and most hobby activities
were temporarily unavailable. Moreover, many businesses reduced the num-
ber of staff or were closed, generating financial hardship and unemployment,
which were associated with parental burnout (Sorkkila & Aunola, 2020). Kerr
et al. (2021) noted that parents reported high levels of depression, anxiety, and
parental burnout. Furthermore, many parents reported increased negative
emotions, such as anger and worry, while simultaneously feeling closer to

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their children as well as offering more comfort and soothing. Anxiety, loneli-
ness, boredom, fear, sleep disturbances, changes in concentration, irritability,
and uncertainty about the future have been shown to increase (Gunnel et al.,
2020; Vinkers et al., 2020). In astudy conducted in aUS sample by Patrick
etal. (2020) it was noted that since March 2020, 27% of parents had reported
worsening mental health with themselves, and 14% reported worsening
behavioral health with their children. Astudy in asample of Iranian parents
found that mothers reported significantly higher parental burnout scores
than fathers, whereas fathers had higher mental well-being scores (Mousavi,
2020). Astudy conducted prior to the COVID-19 pandemic outbreak had
found that parental burnout affected on average 7–8% of parents. In addition,
Polish parents had the highest parental burnout scores compared to parents
from 41 other countries (Roskam et al., 2021).
Impact of the COVID-19 pandemic on teachers
Sokal et al. (2020) in astudy in asample of Canadian teachers found that
during the first three months of the pandemic, teachers showed increasing
exhaustion and cynicism, but also increased effectiveness in classroom mana-
gement and aheightened sense of fulfilment. In addition, teachers’ cognitive
and emotional attitudes toward changes became more negative. It has been
emphasized that even those teachers who successfully made it through the
first wave of the pandemic may have found that their resources had become
depleted over time (Sokal et al., 2020). Sánchez-Pujalte et al. (2021) indicated
that Italian teachers showed high levels of burnout, with women being the
most affected, reaching higher levels compared to men. It was also noted that
older and more experienced professionals showed lower levels of burnout.
e results of the study by Ozamiz-Etxebarria et al. (2021) revealed that
ahigh percentage of Spanish teachers showed symptoms of anxiety, depres-
sion and stress aer returning to face-to-face full-time teaching.
Purpose of research
Due to the particular importance of studying the quality of life among par-
ticipants of the educational process as well as to the low representation of

Karolina Mudło-Głagolska, Paweł Larionow Quality of Life in Schoolchildren
71
such studies in Poland, the purpose of this study is to describe psychological
well-being in three groups functioning in the school community: school-
children, parents and teachers, during the third wave of the COVID-19
pandemic.
Method
Participants and procedure
e study was conducted in one of the secondary schools in aPolish town.
e respondents – teachers, students and parents – were members of one
school community.
Atotal of 88 students participated in the study. e surveyed students’
age ranged from 9 to 16 (M = 13.34, SD = 1.45). e majority of the sample
was girls (71.59%).
e parent sample consisted of 99 people, 95.96% of whom were female.
e teacher group consisted of 36 individuals, 72.22% of whom were
female and 25% male. One person did not specify the gender. Among the
sample, 50% of the respondents were between 46–55 years old, 27.78% were
above 55 years old.
Teachers aged 36–45 accounted for 13.89% of the sample and those aged
25–35 made up 8.33%. Considering the stage of professional promotion,
77.78% were certified teachers and 19.44% were appointed teachers. Only
one of the surveyed teachers was acontract teacher.
e researcher asked for permission from the school management before
conducting the survey. Before starting the study, the school psychologist sent
amessage to the teachers, students and their parents regarding the research
that would be implemented, its form, purpose and use of the results.
Parents were informed and asked to give their consent for their children
to participate in the study. ey were also invited to participate in the part de-
signed for them. Parents and students completed an online questionnaire. e
questionnaire was sent by the school psychologist to parents and students via
an electronic class register. Teachers completed the questionnaire using the
paper-and-pencil method. ey collected the questionnaires for completion
from the school office, then le the completed questionnaires in adesignated
place in the office, which ensured the anonymity of their responses.

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e study was conducted among students learning remotely from May 7
to May 17, 2021 (from May 17, 2021, hybrid learning began, and on May 29,
all students returned to full-time face-to-face education).
Research tools
Students’ well-being was assessed using the Cantril ladder method, the KID-
SCREEN-10 Index, alist of eight subjective physical and mental health com-
plaints. e severity of anxiety and depression in both parents and teachers
was described based on the results of the Patient Health Questionnaire-4. e
Oldenburg Burnout Inventory was used to assess teacher burnout, while the
Parental Burnout Assessment was used to assess parental burnout. Teachers’
rumination was assessed based on the results of the rumination subscale of
the Cognitive Emotion Regulation Questionnaire.
Questionnaires for students
1. e Cantril ladder (Cantril, 1965); the Polish translation by Kleszczew-
ska et al. (2018) was used to assess life satisfaction. It is aunidimensional scale
where respondents rated their current level of life satisfaction. e subjects
indicated their position on the ladder (0 being the worst possible life satis-
faction and 10 being the best).
2. e Kidscreen-10 Index by Ravens-Sieberer et al. (2010) in its Polish
version published by Kleszczewska et al. (2018) was used to evaluate health-
-related quality of life. Questions addressed physical well-being, energy level,
psychological well-being, independence, relationships with parents and peers,
as well as school environment (e.g., Have you had enough time for yourself?)
during the previous week. Responses were given based on a5-point Likert
scale from 1 (never) to 5 (always) for 8 items and from 1 (not at all) to 5
(extremely) for other 2 items. Higher values correspond to ahigher health-
-related quality of life.
3. Psychosomatic health was measured based on the frequency of eight
subjective physical and mental health complaints in the last six months:
(1)headache, (2) stomachache, (3) backache, (4) feeling low, (5) being irritable
or bad tempered, (6) feeling nervous, (7) having difficulties in getting to sleep,
and (8) feeling dizzy. is scale is abrief screening non clinical measurement
of psychosomatic complaints, developed for the Health Behaviour in School-

Karolina Mudło-Głagolska, Paweł Larionow Quality of Life in Schoolchildren
73
-aged Children (HBSC) and WHO survey (Inchley et al., 2016). e Polish
version was posted in the study by Kleszczewska et al. (2018), who added
the additional ninth symptom “fatigue” to the questionnaire. Responses were
given based on a5-point Likert scale from 1 (about every day) to 5(rarely or
never). Higher values indicate abetter health status.
Questionnaires for parents
1. Parental Burnout Assessment (PBA) by Roskam et al. (2018) in the
Polish adaptation by Szczygieł et al. (2020) was used for assessing parental
burnout. It is a23-item self-report questionnaire which consists of four
subscales: exhaustion in one’s parental role (9 items; e.g., Ifeel completely run
down by my role as aparent), contrast with previous parental self (6items;
e.g., I’m no longer proud of myself as aparent), afeeling of being fed up
(5items; e.g., Ican’t stand my role as father/mother any more), and emotio-
nal distancing (3 items; e.g., Ido what I’m supposed to do for my child(ren),
but nothing more). Items are rated on a7-point Likert scale from 0 (never)
to 6 (every day). Higher scores indicate ahigher level of parental burnout.
For individual parental burnout scales, Cronbach’s alpha coefficient was as
follows: exhaustion in parental role – 0.93, contrast with previous parental
self – 0.92, feelings of being fed up – 0.96 and emotional distancing – 0.85.
For the overall score it was 0.97.
2. e Patient Health Questionnaire-4 (PHQ-4) was used to measure
depressive and anxiety symptoms (Kroenke et al., 2009); the Polish version:
Patient Health Questionnaire Screeners (2022). e PHQ-4 consists of
four items: two items for detecting anxiety symptoms (e.g., Feeling nervous,
anxious or on edge) and two for depressive symptoms (e.g., Little interest or
pleasure in doing things). e response scale ranges from 0 (not at all) to 3
(nearly every day). Atotal score ≥ 3 for the first two items suggests positive
screening of anxiety disorder and ascore of ≥ 3 for the last two questions
suggests depression. e total score can be also calculated, which is rated
as normal (0–2), mild (3–5), moderate (6–8), or severe (9–12) levels of de-
pressive-anxiety symptoms. e Cronbach’s alpha coefficient for the anxiety
symptoms subscale was 0.63, for the depression subscale it was 0.80, and 0.77
for the overall score.

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Questionnaires for teachers
1. e Oldenburg Burnout Inventory (OLBI) developed by Demerouti et
al. (2003) in the Polish adaptation by Chirkowska-Smolak (2018) was used
to assess two dimensions of burnout: exhaustion (8 items; e.g. Aer work,
Itend to need more time than in the past in order to relax and feel better)
and disengagement (8 items; e.g. It happens more and more oen that Italk
about my work in anegative way). Each subscale consists of one half of items
expressed in apositive way and another one worded in anegative way. e
response scale is rated from 1 (strongly agree) to 4 (strongly disagree). e
overall burnout score can also be calculated. Higher scores indicate higher
levels of work burnout and its dimensions. e Cronbach’s alpha coefficient
for the exhaustion subscale was 0.78, and for the disengagement subscale it
was 0.61.
2. e above-described PHQ-4 was used. e Cronbach’s alpha coefficient
for the anxiety symptoms subscale was 0.80, it was 0.86 for the depression
subscale, and 0.90 for the overall score.
3. e rumination scale of the Cognitive Emotion Regulation Question-
naire (CERQ; Garnefski et al., 2001) in the Polish adaptation by Marszał-
-Wiśniewska and Fajkowska (2010) was used for assessing such maladaptive
coping strategy as rumination. e scale consists of 4 items (e.g., Ioen think
about how Ifeel about what Ihave experienced). On a5-point scale from 1
((almost) never) to 5 ((almost) always), the respondent indicates how oen
they act in acertain way in astressful situation. Higher scores indicate ahi-
gher level of rumination. e Cronbach’s alpha coefficient for the rumination
subscale was 0.84.
Results
Students
Boys scored significantly higher in life satisfaction than girls as it was deter-
mined by the Cantril ladder measure (Z= 2.47, p = 0.014) (Table 1).

Karolina Mudło-Głagolska, Paweł Larionow Quality of Life in Schoolchildren
75
Table 1. Students’ life satisfaction according to the Cantril scale (% of students)
Life satisfaction Whole sample (N = 88) Boys (N = 25) Girls (N = 63)
Low (0–5) 27.27 12.00 33.33
Medium (6–8) 42.05 40.00 42.86
High (9–10) 30.68 48.00 23.81
Average (SD) 6.98 (2.38) 8.00 (1.71) 6.57 (2.51)
Source: Authors’ research.
Boys and girls did not significantly differ in quality of life, which was
assessed using Kidscreen-10 Index (Z= 1.41, p = 0.157). e mean score of
Kidscreen-10 Index was 34.35 (SD = 6.32).
Table 2. Presence of selected psychosomatic complaints (%) in students
Symptoms Roughly every
day
More than once
a week
Approximately
once a week
Approximately
once a month Rarely or never
Stomachache 6.82 10.23 10.23 13.64 59.09
Headache 5.68 11.36 11.36 19.32 52.27
Backache 11.36 12.50 9.09 9.09 57.95
Fatigue 30.68 13.64 12.50 18.18 25.00
Feeling low 11.36 11.36 13.64 13.64 50.00
Being irritable or bad
tempered
17.05 14.77 17.05 19.32 31.82
Feeling nervous 17.05 13.64 17.05 21.59 30.68
Having difficulties in
getting to sleep
20.45 9.09 14.77 7.95 47.73
Feeling dizzy 6.82 17.05 6.82 7.95 61.36
Source: Authors’ research.
Table 2 presents the frequency of each symptom in the students. e
analysis showed that boys and girls differed significantly in the frequency of
most listed symptoms. Girls experienced stomachache (Z= 2.50, p = 0.012),
headache (Z= 2.93, p = 0.003), backache (Z= 3.21, p = 0.001), fatigue (Z=
2.15, p = 0.032), being irritable or bad tempered (Z= 2.02, p = 0.043), having
difficulties in getting to sleep (Z= 2.71, p = 0.007) and feeling dizzy (Z=

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3.46, p = 0.001) significantly more oen than boys. e mean scores of each
symptom for boys and girls are presented in Figure 1.
It was verified whether the age of students influences the results of par-
ticular well-being indices. Pupils aged 9–12 years had significantly higher
scores of life satisfaction measured by the Cantril ladder (9–12 years old:
M = 7.78, SD = 2.34; 13–16 years old: M = 6.42, SD = 2.29; Z= 3.14, p =
0.002) and Kidscreen-10 index (9–12 years old: M = 37.28, SD = 5.68; 13–16
years old: M = 32.33, SD = 5.99; Z= 3.59, p < 0.001). Senior students were
significantly more likely to experience symptoms such as stomachache (Z=
3.57, p < 0.001), headache (Z= 3.15, p = 0.002), backache (Z= 2.60, p = 0.009),
fatigue (Z= 4.03, p < 0. 001), feeling low (Z= 4.55, p < 0.001), being irritable
or bad tempered (Z= 3.95, p < 0.001), feeling nervous (Z= 4.27, p < 0.001),
having difficulties in getting to sleep (Z= 3.29, p < 0.001), and feeling dizzy
(Z= 4.32, p < 0.001). Mean scores are presented in Figure 2.
Figure 1. Severity of psychosomatic symptoms with gender distinction
Source: Authors’ research.

Karolina Mudło-Głagolska, Paweł Larionow Quality of Life in Schoolchildren
77
Parents
Table 3 presents the mean scores and standard deviations for the parental
burnout, anxiety, and depression subscales. e highest average parental
burnout score was on exhaustion in parental role subscale, whereas the lowest
score was on the emotional distancing from children subscale. Anxiety and
depressive symptoms score that can be considered normal (0–2) was shown
by 68.69% of the parents surveyed. Exactly 28.28% of respondents showed
the mild levels of depressive and anxiety symptoms (3–5), 2.02% did the
moderate level (6–8) and 1.01% showed the severe one (9–12).
Table 3. Descriptive statistics on parental burnout, anxiety and depression
Variables M SD min max
Parental burnout (global score) 8.07 14.40 0.00 115.00
Exhaustion in one’s parental role 4.15 6.40 0.00 45.00
Contrast with previous parental self 2.00 4.16 0.00 30.00
Figure 2. Severity of psychosomatic symptoms with age distinction
Source: Authors’ research.

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Variables M SD min max
Feeling of being fed up with
parenting
1.18 3.01 0.00 25.00
Emotional distancing from children 0.74 1.91 0.00 15.00
PHQ–4 (overall score) 1.82 1.92 0.00 9.00
Anxiety symptoms 1.12 1.16 0.00 6.00
Depressive symptoms 0.70 1.03 0.00 6.00
Source: Authors’ research.
Average positive correlations were found between anxiety symptoms and
exhaustion in one’s parental role (r = 0.31, p = 0.002) as well as contrast with
previous parental self (r = 0.34, p = 0.001). Aweak positive correlation was
also noted with feeling of being fed up with parenting (r = 0.20, p = 0.043).
Depressive symptoms were moderately positively related to contrast with
previous parental self (r = 0.36, p < 0.001) and weakly positively correlated
with exhaustion in parental role (r = 0.26, p = 0.009), being fed up with pa-
renting (r = 0.25, p = 0.012) and emotional distancing from children (r =
0.23, p = 0.20).
Teachers
Table 4 presents the descriptive statistics for work burnout, rumination, and
anxiety/depressive symptoms shown by teachers.
Aer analyzing the results shown on the exhaustion subscale according
to the standards based on stanine scale of the OLBI presented in the research
by Baka and Basińska (2016), it can be indicated that alow score was shown
by 9.38% of the teachers, amedium score did by 62.50% and 28.12% of te-
achers had ahigh score. As for the disengagement subscale, alow score was
obtained by 21.21% of the teachers, amedium score was shown by 63.63% of
the teachers, and 15.15% had ahigh score.
Anxiety/depressive symptoms (PHQ-4 overall score) at anormal level
(0–2) was obtained by 57.14% of the surveyed teachers. en the mild level
(3–5) characterized 25.71% of the respondents, moderate (6–8) – 14.29%,
severe (9–12) — 2.86%.
Table 3. (continued)

Karolina Mudło-Głagolska, Paweł Larionow Quality of Life in Schoolchildren
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Table 4. Descriptive statistics on work burnout, rumination, anxiety and depressive symptoms
shown by teachers
Variables M SD min max
Burnout (OLBI overall score) (N = 32) 2.34 0.41 1.69 3.38
Exhaustion (N = 32) 2.45 0.48 1.38 3.50
Disengagement (N = 32) 2.24 0.39 1.50 3.25
Rumination (N = 35) 2.49 0.78 1.00 4.00
PHQ–4 (overall score) (N = 35) 2.40 2.65 0.00 9.00
Anxiety (N = 35) 1.37 1.52 0.00 5.00
Depression (N = 35) 1.03 1.27 0.00 4.00
Source: Authors’ research.
Anxiety symptoms score was highly positively correlated with rumination
(r = 0.70, p < 0.001), exhaustion (r = 0.71, p < 0.001) and overall burnout
score (r = 0.71, p < 0.001), and it was moderately positively related to disen-
gagement (r = 0.61, p < 0.001). Depressive symptoms were highly positively
correlated with exhaustion (r = 0.71, p < 0.001) and work burnout overall
score (r = 0.75, p < 0.001). ere were moderate positive correlations with
rumination (r = 0.68, p < 0.001) and disengagement (r = 0.68, p < 0.001).
Rumination was highly positively correlated with exhaustion (r = 0.71, p =
0.001) and work burnout overall score (r = 0.71, p = 0.001). Rumination was
moderately positively correlated with disengagement (r = 0.48, p = 0.006).
Discussion
is article reveals the results of the survey on the students’, their parents’
and teachers’ well-being during distance learning, just before returning to
face-to-face learning.
Schoolchildren
e analysis showed that among all the surveyed students, girls and pupils
from grades 7 and 8 are particularly vulnerable to experiencing low psycho-
logical well-being. ey are significantly more likely to experience negative
psychosomatic symptoms such as headaches, stomachaches, being irritable

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or bad tempered, having difficulties in getting to sleep. In the present study,
girls were more likely than boys to show symptoms that suggested depressive
or anxiety disorders. ese findings correspond with the published reports,
which showed that being female was arisk factor for higher rates of depres-
sive and anxiety symptoms (Oosterhoff et al., 2020; Pappa et al., 2020; Zhou
et al., 2020).
e frequency of such psychosomatic symptoms as being irritable or bad
tempered, feeling nervous, difficulties in getting to sleep, and fatigue seems
to be particularly worrying. It gives grounds to assume that asignificant
percentage of the examined children may suffer from anxiety or depressive
disorders. Studies from China provided child and/or adolescent reports on
depression, anxiety and psychological stress during the COVID-19 pandemic
(Xie et al., 2020; Zhou et al., 2020; Liu et al., 2021). Zhou et al. (2020) reported
that the prevalence of depressive and anxiety symptoms among the 12 to
18-year-old Chinese youth was 43.7% and 37.4%, respectively. Sleep distur-
bances were also present among children during the pandemic (problems
initiating and maintaining sleep: 33.4% of the children studied, excessive
sleepiness: 15.7%; (El Refay et al., 2021).
e older students rated their level of life satisfaction lower than younger
pupils. e study by Zhou et al. (2020) also found that adolescents showed
significantly higher prevalence of both depressive and anxiety symptoms
compared to younger children. e findings of alongitudinal study by Nor-
wegian researchers Hafstad et al. (2021), who assessed levels of depression
and anxiety symptoms in adolescents aged 13–16 before the pandemic (Fe-
bruary 2019) and during the pandemic (June 2020), are noteworthy. ey
noted aslightly higher frequency of these symptoms during the pandemic
outbreak than before (6.3% vs. 5.5%). However, Hafstad et al. (2021) pointed
out that the increase in the prevalence of depressive and anxiety symptoms
was due to the increase in the subjects’ age during the study rather than the
impact of the pandemic. e Norwegian study also confirms the results of
our study with aslightly higher prevalence of depressive and anxiety symp-
toms in girls (Hafstad et al., 2021).
e girls’ poorer well-being may have been fostered by asomewhat bloc-
ked opportunity for direct contact with peers and significant adults during

Karolina Mudło-Głagolska, Paweł Larionow Quality of Life in Schoolchildren
81
the pandemic, as seeking and relying on others’ help is avery important
coping strategy for Polish girls, as it was indicated by Sikora and Greszta
(2015).
It is important to pay attention to the health of older children who showed
more psychosomatic symptoms, as well as educational problems during the
pandemic. e education in grades 7–8 is aperiod of preparation for school
exams, which are crucial for admission to high school. Adolescents face one
of the most important exams in their lives, so the uncertainty and potential
negative impact of prolonged school closure on educational development
may have amore negative impact on adolescents than on children (Zhou et
al., 2020). Comparing the results obtained in this study to those obtained by
Kleszczewska et al. (2018) in astudy conducted in 2014, it can be concluded
that in the study sample, ahigher percentage reported low life satisfaction
(19.3% vs. 27.27% in the presented study). Examining these results by gender,
it was shown that among girls, alow score of this variable was obtained by
more than 33% of female respondents. Considering these results from the
aspects of coping with stress, it is worth noting that according to Sikora and
Greszta (2015) younger adolescents (13–14 years old) more oen used the
“ignore the problem” strategy compared to older youngsters (15–16 years
old). Although this strategy belongs to the group of maladaptive strategies,
during the pandemic its use may protect children from excessive anxiety.
ese results suggest the relevance of conducting research in this area, speci-
fically examining the usage of coping strategies in aspecific event or situation,
in this case in relation to the COVID-19 pandemic.
To sum up, the results of this study are consistent with the above-men-
tioned studies and reflect the following regularities. Firstly, the quality of life
did not differ for boys and girls. However, girls had lower life satisfaction
and experienced more psychosomatic symptoms. Secondly, children aged
13–16 years old had poorer psychosomatic health and lower life satisfaction
compared to younger children aged 9–12. And finally, the observed increased
proportion of adolescents with low life satisfaction compared to previous
years’ data allows us to draw acautious conclusion about the negative impact
of the pandemic on adolescents’ lives.

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ORYGINALNE ARTYKUŁY BADAWCZE
Parents
Referring to the scores obtained by parents on the PHQ-4, it can be noted that
they were characterized by relatively lower scores of anxiety and depressive
symptoms compared to teachers. About 3% of parents had scores of 6 and
above on the PHQ-4, which may indicate the presence of clinical anxiety/
depressive disorder. Comparing the parental burnout scores obtained in the
present study to the results by Szczygieł et al. (2020) it can be concluded that
they are lower. is means that the severity of parental burnout during the
third wave of the pandemic is lower (nominally) than before the pandemic.
is is consistent with the results by Le Vigouroux et al. (2021), who showed
that levels of parental burnout severity did not differ in the studied periods,
i.e., pre-pandemic vs. in-pandemic. It is worth noting that the results of this
study are based on data from asample of residents in asmall rural location,
and therefore may not reflect the reality. Better mood may also have been
promoted by the approaching end of the academic year.
Teachers
Teachers’ scores were quite high on the anxiety and depressive symptoms
and burnout scales. Teachers were characterized by worse well-being than
parents. Approximately 17% had 6 or more points on the PHQ-4 (vs. parents’
3%). Screening results indicate the necessity of accurately diagnosing this
percentage of teachers for the presence of clinical depression and/or anxiety
disorders. High correlations were found between anxiety and depressive
symptoms and burnout scales. It is worth noting that burnout and depres-
sion/anxiety are different constructs (orthogonal), which are, however, positi-
vely correlated with each other, as indicated by meta-analyses and systematic
reviews (Koutsimani et al., 2019). In this regard, screening for depressive
and anxiety disorders as well as burnout seems to be an important aspect of
prevention efforts among teachers, especially during the pandemic.
e results indicated that teachers used such maladaptive coping strategy
as rumination. Rumination was strongly correlated with anxiety and depres-
sive symptoms as well as with burnout. e use of this strategy was assessed
because of its significant role in predicting anxiety/depression (Garnefski
etal., 2002), burnout and stress symptoms in teachers (Košir et al., 2015). It
is worth noting that teachers used rumination moderately (due to the lack of

Karolina Mudło-Głagolska, Paweł Larionow Quality of Life in Schoolchildren
83
Polish norms we referred to Dutch norms; Garnefski et al., 2002) or results
obtained in asample of young Poles (Larionov, 2021). e strong correlation
between rumination and anxiety, depression, and work burnout symptoms
raises the probability that assessing the use of other cognitive coping strate-
gies (e.g., catastrophizing, blaming others or self-blame) in teachers may be
useful to conduct psycho-prophylaxis of these mental health symptoms.
During the pandemic teachers had to deal with many new difficulties,
ranging from the need to acquire new digital competencies through indi-
vidualizing work in previously unknown settings (online), to working with
students who have special educational needs digitally. Teachers experien-
ced some difficulties in cooperating with parents (Madalińska-Michalak,
2021). ese aspects may have negatively impacted their functioning. Low
well-being, including high levels of teachers’ work burnout negatively affects
the quality of their work and, consequently, the academic success of their
students.
Limitations and practical implications
e survey was conducted in relatively small samples with the representatives
of asingle community, making it impossible to generalize its results. e vast
majority of the teachers’ and parents’ samples were female. In the case of
teachers, this reflects the proportions in the population, whereas this cannot
be justified regarding parents Equal groups of mothers and fathers should be
involved in future research.
Based on the obtained results, it can be assumed that asignificant percen-
tage of students require psychological support. Special attention should be
paid to students of older grades. It would be worthwhile to provide teachers
with adaptive ways of coping with difficulties. Preventive measures should
engage both students and teachers.
Conclusions
1. Students in the higher grades (7–8), especially girls, and teachers are
the most vulnerable to poorer psychological functioning in the school
community.

84
ORYGINALNE ARTYKUŁY BADAWCZE
2. It seems particularly important to screen teachers for depression, anxie-
ty, and burnout because of the disturbing results in this area.
3. Measures should be taken to support pupils and teachers and to pro-
vide them with the competences they need, for example, how to cope with
difficulties effectively. It is useful to integrate whole school communities by
creating mutual support networks.
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