Initial Results of the Québec Resilience Project (QRP): A Longitudinal and Representative Population-Based Study of Children's Development Prior to and during the COVID-19 Pandemic (2017-2022)
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| Title: | Initial Results of the Québec Resilience Project (QRP): A Longitudinal and Representative Population-Based Study of Children's Development Prior to and during the COVID-19 Pandemic (2017-2022) |
|---|---|
| Language: | English |
| Authors: | Ophélie A. Collet (ORCID |
| Source: | Prevention Science. 2026 27(1):168-179. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | COVID-19, Pandemics, Resilience (Psychology), Foreign Countries, School Readiness, Kindergarten, Young Children, Family (Sociological Unit), Academic Achievement, Mental Health, Child Development, Parent Child Relationship |
| Geographic Terms: | Canada |
| DOI: | 10.1007/s11121-025-01773-3 |
| ISSN: | 1389-4986 1573-6695 |
| Abstract: | The COVID-19 pandemic instigated changes in almost all aspects of youth's life. While numerous studies have been implemented to understand how these changes are related to youth's development, few concerned large representative samples. This study introduces the methodology and initial results of the Quebec (Canada) Resilience Project (QRP), a representative longitudinal study. The QRP encompassed three phases: (a) 2017 census survey assessing school readiness in kindergarteners before the pandemic (n = 83,335, aged 6 years); (b) 2021 questionnaire study assessing family functioning during COVID-19-related lockdowns (n = 4524, aged 10 years); and (c) 2022 questionnaire survey assessing children's school performance and mental health post-lockdowns (n = 8217, aged 11 years). In total, 3871 children were assessed either by parents or teachers in the three phases. We explored factors associated with children school performance (maths, reading, and writing) and mental health (emotional, withdrawal, hyperactivity/impulsivity/inattention, and conduct problems symptoms). Population weights were estimated from census data to maintain the representativeness of the population. School readiness vulnerability in kindergarten and parental anxiety and depression during lockdowns were associated with both children's lower school performances and higher levels of all mental health symptoms post-lockdown. Loss in family income and parental difficulties in maintaining work-life balance during lockdowns were associated with children's lower school performance and higher levels of some mental health symptoms (emotional and hyperactivity/impulsivity/inattention) post-lockdown. The results underscore that pandemic-related disruptions were negatively associated with children's school performance, emphasizing the need for interventions in the school environment. Associations between pandemic-related disruptions and children mental health were less consistent yet emphasize the importance of parental mental health. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508201 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwE0r9cOttfHKpnD9gR9BLaIAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEK_1l1ic9Ipr1wfBAIBEICBmsFOFotUQhTEmwCpjZ6LrPqRXng3FULQTrm8YwAACp_8JSh99GZ27V5uiIyYKgQya7LBfpAY_UPKd9firJa4pcD67k5bub_jj5_7jr2Fi20J-yXq4g3MS4tp_4Vcs8WnhOZU_b4e5lSO13ptmlEdTxrUWvfW3I89qoG8mnUuKmfnejMYXWE3Z_EETId8rvZcRpRizC5E9yRmyFg= Text: Availability: 1 Value: <anid>AN0191574888;n9p01jan.26;2026Feb17.02:13;v2.2.500</anid> <title id="AN0191574888-1">Initial Results of the Québec Resilience Project (QRP): a Longitudinal and Representative Population-Based Study of Children's Development Prior to and During the COVID-19 Pandemic (2017–2022) </title> <p>The COVID-19 pandemic instigated changes in almost all aspects of youth's life. While numerous studies have been implemented to understand how these changes are related to youth's development, few concerned large representative samples. This study introduces the methodology and initial results of the Quebec (Canada) Resilience Project (QRP), a representative longitudinal study. The QRP encompassed three phases: (a) 2017 census survey assessing school readiness in kindergarteners before the pandemic (n = 83,335, aged 6 years); (b) 2021 questionnaire study assessing family functioning during COVID-19-related lockdowns (n = 4524, aged 10 years); and (c) 2022 questionnaire survey assessing children's school performance and mental health post-lockdowns (n = 8217, aged 11 years). In total, 3871 children were assessed either by parents or teachers in the three phases. We explored factors associated with children school performance (maths, reading, and writing) and mental health (emotional, withdrawal, hyperactivity/impulsivity/inattention, and conduct problems symptoms). Population weights were estimated from census data to maintain the representativeness of the population. School readiness vulnerability in kindergarten and parental anxiety and depression during lockdowns were associated with both children's lower school performances and higher levels of all mental health symptoms post-lockdown. Loss in family income and parental difficulties in maintaining work-life balance during lockdowns were associated with children's lower school performance and higher levels of some mental health symptoms (emotional and hyperactivity/impulsivity/inattention) post-lockdown. The results underscore that pandemic-related disruptions were negatively associated with children's school performance, emphasizing the need for interventions in the school environment. Associations between pandemic-related disruptions and children mental health were less consistent yet emphasize the importance of parental mental health.</p> <p>Keywords: Longitudinal; Child development; School performance; Mental health; Pandemic; Medical and Health Sciences Public Health and Health Services Psychology and Cognitive Sciences Psychology</p> <p>Copyright comment 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.</p> <hd id="AN0191574888-2">Introduction</hd> <p>The onset of the COVID-19 pandemic instigated a myriad of changes, including social distancing, lockdowns, and home quarantine, touching nearly every facet of youth's daily life. Notably, to enforce social distancing, schools worldwide were closed, impacting a staggering 94% of students and representing the largest perturbation to education ever known (United Nations, [<reflink idref="bib50" id="ref1">50</reflink>]). While evidence from previous pandemics has demonstrated the efficacy of school closures in curbing the spread of the virus (Cauchemez et al., [<reflink idref="bib5" id="ref2">5</reflink>]), their potentially adverse consequences on children's mental health and academic achievement have been a subject of concern.</p> <p>A relatively large number of studies have investigated associations between preventive measures implemented during the pandemic and changes in youth development (Cortese et al., [<reflink idref="bib8" id="ref3">8</reflink>]; Deng et al., [<reflink idref="bib11" id="ref4">11</reflink>]; Deoni, [<reflink idref="bib12" id="ref5">12</reflink>]; Glynn et al., [<reflink idref="bib15" id="ref6">15</reflink>]; González et al., [<reflink idref="bib18" id="ref7">18</reflink>]; Harrison et al., [<reflink idref="bib20" id="ref8">20</reflink>]; Ng &amp; Ng, [<reflink idref="bib35" id="ref9">35</reflink>]; Oliveira et al., [<reflink idref="bib36" id="ref10">36</reflink>]; Racine et al., [<reflink idref="bib41" id="ref11">41</reflink>]; Wendel et al., [<reflink idref="bib52" id="ref12">52</reflink>]). However, few studies included large and representative segments of the population, with both pre- and post-pandemic measures (Kauhanen et al., [<reflink idref="bib24" id="ref13">24</reflink>]; Penna et al., [<reflink idref="bib38" id="ref14">38</reflink>]; Racine et al., [<reflink idref="bib40" id="ref15">40</reflink>]). Indeed, the scarcity of longitudinal data from large and representative samples is a gap in the current literature, limiting our ability to understand the various responses to the COVID-19 pandemic based on individual characteristics.</p> <p>Amid the onset of the COVID-19 pandemic, schools and families had very little time to prepare for the transition to alternative teaching formats (e.g., online classes) creating an unfavorable context for learning. Concurrently, school closures were associated with disruptions in daily routines, heightened social isolation, and reduced access to mental health and support services (Ali et al., [<reflink idref="bib2" id="ref16">2</reflink>]; Fegert et al., [<reflink idref="bib14" id="ref17">14</reflink>]). The potential consequences of these disruptions can pose both short and long-term risks to youth's mental health and academic achievement (Barendse et al., [<reflink idref="bib3" id="ref18">3</reflink>]; Breaux et al., [<reflink idref="bib4" id="ref19">4</reflink>]; Deoni, [<reflink idref="bib12" id="ref20">12</reflink>]; Golberstein et al., [<reflink idref="bib17" id="ref21">17</reflink>]; Lee, [<reflink idref="bib28" id="ref22">28</reflink>]; Penna et al., [<reflink idref="bib38" id="ref23">38</reflink>]; Rodman et al., [<reflink idref="bib42" id="ref24">42</reflink>]; Roubinov et al., [<reflink idref="bib43" id="ref25">43</reflink>]; Viner et al., [<reflink idref="bib51" id="ref26">51</reflink>]). Concerningly, global institutions such as the World Bank, UNESCO, and UNICEF have estimated that the generation of children who experienced the pandemic are at risk of forfeiting approximately 17 trillion dollars in lifetime earnings, constituting about 14% of the current global gross domestic product, primarily due to school closures, particularly in middle-income countries (The World Bank et al., [<reflink idref="bib48" id="ref27">48</reflink>]).</p> <p>Consequences of the COVID-19 pandemic on children may be especially pronounced among those with pre-existing mental health conditions or those exposed to family adversities, such as socioeconomic hardships, domestic violence, and parental mental health symptoms like anxiety or depression (Ali et al., [<reflink idref="bib2" id="ref28">2</reflink>]; Gruber et al., [<reflink idref="bib19" id="ref29">19</reflink>]; Loose et al., [<reflink idref="bib30" id="ref30">30</reflink>]; Magson et al., [<reflink idref="bib31" id="ref31">31</reflink>]; Newlove-Delgado et al., [<reflink idref="bib34" id="ref32">34</reflink>]). Conversely, some youths and their families may have developed new strategies to navigate and adapt to the challenges posed by the pandemic such as new work/family balance (Glynn et al., [<reflink idref="bib16" id="ref33">16</reflink>]). Thus, investigating the pandemic's consequences on youth's mental health and academic achievement might be complex and may benefit from considering child characteristics through the lens of child-environment interactions (Ellis et al., [<reflink idref="bib13" id="ref34">13</reflink>]; Melegari et al., [<reflink idref="bib32" id="ref35">32</reflink>]; Ng &amp; Ng, [<reflink idref="bib35" id="ref36">35</reflink>]; Widnall et al., [<reflink idref="bib53" id="ref37">53</reflink>]; Wolf &amp; Schmitz, [<reflink idref="bib55" id="ref38">55</reflink>]). Recognizing the diverse ways in which youths and families responded to and coped with the challenges of the pandemic is crucial for the development of targeted and effective interventions.</p> <p>Faced with these concerns, we created the Quebec Resilience Project, a longitudinal study that addressees the well-being of families and children during the pandemic. In the present article, we introduce the methodology and initial results of this study initiated through collaborative efforts between scientists and governmental institutions. In 2017, the Quebec Institute of Statistic (<emph>Institut de la Statistique du Québec</emph>, <emph>ISQ</emph>) undertook a census to assess school readiness of all kindergarten children (<emph>n</emph>≈80,000) attending public or private schools (Simard et al., [<reflink idref="bib45" id="ref39">45</reflink>]). Subsequently, in 2021 and 2022, subsamples of these children were assessed via questionnaires to their parents (<emph>n</emph>≈4500) and teachers (<emph>n</emph>≈8800). Because subsamples were drawn from census data in 2017, population weights were estimated by governmental partners and allow the generalizability of the results to the Quebec population of children who attended kindergarten in 2017.</p> <hd id="AN0191574888-3">Methods</hd> <p></p> <hd id="AN0191574888-4">Participants and Procedure</hd> <p>The recruitment of the QRP participants unfolded across three distinct phases (Fig. 1). First, before the pandemic, from February to May 2017, the ISQ conducted a census-based survey, known as the Quebec Survey of Child Development in Kindergarten (QSCDK). This survey recruited all children who attended kindergarten (in public and private schools) during the 2016–2017 school year in Quebec, Canada, with the exception of children in Nunavik and Terres-Cries-de-la-Baie-James Territories, and Natives reserves (Simard et al., [<reflink idref="bib45" id="ref40">45</reflink>]). Teachers assessed school readiness of 83,335 children (94.8% of eligible participants).</p> <p>Graph: Fig. 1 Flowchart of the participants in the QRP project along the COVID-19 timeline. Data were compiled from the QRP project (2023), ©Gouvernement du Québec, Institut de la Statistique du Québec (2023)</p> <p>Second, from July to September 2021 (three months after provincial lockdowns when many sanitary restrictions were still instated), the ISQ invited 8760 parents of children who participated in the first phase to partake in the second phase. Questionnaires were designed to retrospectively capture experiences during the lockdowns. In total, 4524 parents (3486 (77%) mothers, 1014 (22%) fathers, and 24 (&lt; 1%) legal guardians) provided consent to assess their grade 4 children.</p> <p>Third, post-lockdowns, from March to June 2022 (when most sanitary measures had lifted), the ISQ invited 3661 teachers to assess their grade 5 children (Table 1). Of the 8800 children invited, 8217 obtained parental consent to participate.</p> <p>Table 1 Summary of the data collected in the different phases of the QRP project</p> <p> <ephtml> &lt;table rules="groups"&gt;&lt;thead&gt;&lt;tr&gt;&lt;th align="left" /&gt;&lt;th align="left"&gt;&lt;p&gt;QSCDK&lt;sup&gt;a&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;February&amp;#8211;May 2017&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;Parent questionnaire&lt;/p&gt;&lt;p&gt;July&amp;#8211;September 2021&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;Teacher questionnaire&lt;/p&gt;&lt;p&gt;March&amp;#8211;June 2022&lt;/p&gt;&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Sociodemographic characteristics&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child sex&lt;/p&gt;&lt;p&gt;&amp;#8226; Child age&lt;/p&gt;&lt;p&gt;&amp;#8226; Child mother tongue&lt;/p&gt;&lt;p&gt;&amp;#8226; Child neighborhood social and material deprivation indices&lt;/p&gt;&lt;p&gt;&amp;#8226; Child residential disadvantage&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Family composition (e.g., single-parent and reconstituted family)&lt;/p&gt;&lt;p&gt;&amp;#8226; Number of children living in the house&lt;/p&gt;&lt;p&gt;&amp;#8226; Parent weeks worked over last 12 months&lt;/p&gt;&lt;p&gt;&amp;#8226; Parental age, place of birth, years lived in Canada, highest degree obtained&lt;/p&gt;&lt;p&gt;&amp;#8226; Parent tongue&lt;/p&gt;&lt;p&gt;&amp;#8226; Family average income over last 12 months&lt;/p&gt;&lt;p&gt;&amp;#8226; Child neighborhood social and material deprivation indices&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child sex&lt;/p&gt;&lt;p&gt;&amp;#8226; Child age&lt;/p&gt;&lt;p&gt;&amp;#8226; Child mother tongue&lt;/p&gt;&lt;p&gt;&amp;#8226; Child neighborhood social and material deprivation indices&lt;/p&gt;&lt;p&gt;&amp;#8226; School residential disadvantage&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;School&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; School readiness (Early Development Instrument&amp;#169;)&lt;/p&gt;&lt;p&gt;&amp;#8226; Language of instruction&lt;/p&gt;&lt;p&gt;&amp;#8226; Child attended childcare or pre-kindergarten services&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child's class closure due to COVID-19&lt;/p&gt;&lt;p&gt;&amp;#8226; Child missing class due to COVID-19&lt;/p&gt;&lt;p&gt;&amp;#8226; Child online schooling&lt;/p&gt;&lt;p&gt;&amp;#8226; Child tutoring&lt;/p&gt;&lt;p&gt;&amp;#8226; Family support in child's education&lt;/p&gt;&lt;p&gt;&amp;#8226; Teacher's support during the pandemic&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child competences compared to program expectations in writing, reading, mathematics, geography, history, communication, science, technology, and second language&lt;/p&gt;&lt;p&gt;&amp;#8226; Child's learning habits&lt;/p&gt;&lt;p&gt;&amp;#8226; Teacher&amp;#8211;child relationship&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Mental health&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child socio-behavioral symptoms&lt;/p&gt;&lt;p&gt;&amp;#8226; Parent anxiety (generalized anxiety disorder) and depression (Patient Health Questionnaire) symptoms&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child Social Behavior Questionnaire&lt;/p&gt;&lt;p&gt;&amp;#8226; Child socioemotional development&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Wellbeing&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child arrived at school with appropriate equipment, clothes, or well-rested&lt;/p&gt;&lt;p&gt;&amp;#8226; Concerns about the child (e.g., hearing or visual impairment and language disorder)&lt;/p&gt;&lt;p&gt;&amp;#8226; Services received by the child (e.g., nurse, speech therapist, and psychologist)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Parent relationships with partner, child, family&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child arrived at school with appropriate equipment, appropriate clothes, well-rested, or with lunch&lt;/p&gt;&lt;p&gt;&amp;#8226; Concerns about the child (e.g., hearing or visual impairment, language disorder, and physical disability)&lt;/p&gt;&lt;p&gt;&amp;#8226; Services received by the child (e.g., nurse, speech therapist, psychologist, and occupational therapist)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;COVID-19 pandemic-related disruptions&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; Child infection by the COVID-19&lt;/p&gt;&lt;p&gt;&amp;#8226; COVID-19 repercussions on child's mental health, behavior, sleep, food, physical activity, screen time, school performance, and friendships&lt;/p&gt;&lt;p&gt;&amp;#8226; COVID-19 repercussions on parent's mental health, behavior, sleep, food, physical activity, screen time, alcohol/cigarettes/drugs consumption&lt;/p&gt;&lt;p&gt;&amp;#8226; Parental work-family balance during lockdowns&lt;/p&gt;&lt;p&gt;&amp;#8226; Change in family income&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8226; School days missed by the child&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Data were compiled from the QRP project (2023), ©Gouvernement du Québec, Institut de la Statistique du Québec (2023) <sups>a</sups>QSCDK: Quebec Survey of Child Development in Kindergarten</p> <p>Ultimately, the ISQ linked data of the individuals who participated across all three phases, culminating in a total of 3871 children here after referred to as "the longitudinal sample." Given the supervision of data collections by the ISQ from census surveys, population weights were estimated to maintain the representativeness of the samples at every phase. In the first phase, weights accounted for total non-response, child sex, type of school (private or public), school language (French or English), and local service territory. For the second and third phases, as well as the longitudinal sample, additional factors were considered: the probability of a child being selected for the sample and the portion deemed ineligible, along with child region of residence, mother tongue, material and social deprivation indices, and school readiness vulnerability in at least two school readiness domains (Courteau &amp; Lavoie, [<reflink idref="bib9" id="ref41">9</reflink>]).</p> <p>Ethical approval for all QRP phases' protocols was obtained from either the ISQ Ethics Committee or the Sainte-Justine Research Center Committee. At every phase, parents, teachers, or children provided informed consent or assent, as appropriate.</p> <hd id="AN0191574888-5">COVID-19 Pandemic Timeline in Quebec</hd> <p>In the Canadian province of Québec, a state of sanitary emergency was declared on March 13, 2020. It led to lockdown measures, including the closures of schools and childcare services from March 16 to May 11, 2020 (57 days). In the metropolitan area of Montreal, closures extended from March 16 to June 1, 2020 (77 days). Subsequently, children experienced sporadic class closures due to COVID-19 outbreaks in their classroom. The deployment of online schooling has been uneven, with variations observed between schools and families. The Quebec government officially announced the end of the state of sanitary emergency on June 1, 2022 (Conseil Supérieur de l'Education, [<reflink idref="bib7" id="ref42">7</reflink>]). Notably, Canada stands among the countries with the highest reported instances of school closures during the pandemic (UNESCO, [<reflink idref="bib49" id="ref43">49</reflink>]).</p> <hd id="AN0191574888-6">Main Measures</hd> <p>Table 1 provides a list of data collected in the QRP project. During the first phase, teachers assessed children's school readiness using the validated Early Development Instrument (EDI—©Mc Master University, Offord Centre for Child Studies) (Hymel et al., [<reflink idref="bib22" id="ref44">22</reflink>]; Janus &amp; Offord, [<reflink idref="bib23" id="ref45">23</reflink>]). School readiness vulnerability was defined as a score below the 10th percentile of the distribution of the same instrument for the QSCDK conducted in 2012 (Simard et al., [<reflink idref="bib44" id="ref46">44</reflink>]). Teachers additionally reported children's place of birth, language, language abilities, and special services received at school (e.g., educators and speech therapists).</p> <p>During the second phase, parents completed questionnaires covering family functioning during the lockdowns. They reported family and school characteristics, familial wellbeing and relationships, disruptions related to the COVID-19 pandemic (e.g., changes in family income, perceived work/family balance during lockdowns, children's class closure(s), children's mental health, and physical activity), and parental mental health. Parental anxiety was measured with the General Anxiety Disorder (GAD) and defined using a cut-off score of 9 (Plummer et al., [<reflink idref="bib39" id="ref47">39</reflink>]; Spitzer et al., [<reflink idref="bib46" id="ref48">46</reflink>]), while parental depression was measured with the Patient Health Questionnaire (PHQ) and defined using a cut-off score of 5 (Kroenke et al., [<reflink idref="bib25" id="ref49">25</reflink>]).</p> <p>During the third phase, teachers completed questionnaires about schools' characteristics, child's families, wellbeing (e.g., whether the child arrived at school with appropriate equipment, appropriate clothes, well-rested, or with lunch), and COVID-19 pandemic-related disruptions (e.g., school days missed by the child). They also assessed child's academic achievement by gauging whether the child met program expectations in mathematics (i.e., reasoning and problem solving), reading, and writing. Child's mental health (i.e., emotional, withdrawal, hyperactivity/impulsivity/inattention, and conduct problems symptoms) was assessed using the validated Social Behavior Questionnaire (Collet et al., [<reflink idref="bib6" id="ref50">6</reflink>]).</p> <p>Over the QRP project, the ISQ used 2016 census data to report indices of child's neighborhood social deprivation (i.e., proportion of individuals aged 15 years and older living alone; proportion of individuals aged 15 years and older separated, divorced, or widowed; and single-parent families) and material deprivation (i.e., proportion of the population aged 15 years and over without a high school diploma or equivalent; the employment to population ratio for the population 15 years and over; and the average income of the population aged 15 years and over) (Pampalon et al., [<reflink idref="bib37" id="ref51">37</reflink>]).</p> <hd id="AN0191574888-7">Data Analyses</hd> <p>As per rule for data protection, all statistics were weighted to approximate initial eligible populations. Due to rounding, the total may not precisely equal the sum of the items.</p> <p>We described QRP's participants characteristics over the three phases using mean ± standard deviation (SD) or n (%). Further, we presented children's school readiness, school performance, and mental health according to child's sex and neighborhood social and material deprivation indices. We compared children using Student's <emph>t</emph>-tests for continuous variables and chi-square tests for categorical variables.</p> <p>We used logistic regressions to investigate whether children's school readiness vulnerability in kindergarten (pre-pandemic) and pandemic-related factors (i.e., change in family income (no change or increase vs. decrease), parental work/family balance (difficulties vs. other), and parental mental health (anxiety and depression) were separately associated with children's school performance in grade 5 (after lockdowns). Similarly, we conducted linear regression models to investigate whether school readiness vulnerability and pandemic-related factors were separately associated with children's mental health in grade 5, after lockdowns. Regression models were adjusted for child sex, age, mother tongue, and neighborhood social and material deprivation indices. Statistical analyses were performed using SPSS (version 18) and R (version 4.2.3).</p> <hd id="AN0191574888-8">Results</hd> <p></p> <hd id="AN0191574888-9">Characteristics of the QRP Participants</hd> <p>Over the QRP project, about 50% of participants were boys (Table 2). The proportion of French-speaking children was about 80% in phases 1 and 2 and the longitudinal sample, while the proportion of English-speaking children was about 9%, and the proportion of allophone children ranged between 7 and 13%. Similarly, the proportion of children residing in neighborhood more socially (13%) and materially deprived (16%) were similar in all phases.</p> <p>Table 2 Characteristics of the QRP project children</p> <p> <ephtml> &lt;table rules="groups"&gt;&lt;thead&gt;&lt;tr&gt;&lt;th align="left" /&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;Phase 1&lt;/italic&gt;&lt;/p&gt;&lt;p&gt;QSCDK&lt;sup&gt;a&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;2017&lt;/p&gt;&lt;p&gt;&lt;italic&gt;n&lt;/italic&gt; = 83,335&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;Phase 2&lt;/italic&gt;&lt;/p&gt;&lt;p&gt;Parent questionnaire&lt;/p&gt;&lt;p&gt;2021&lt;/p&gt;&lt;p&gt;&lt;italic&gt;n&lt;/italic&gt; = 4524&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;Phase 3&lt;/italic&gt;&lt;/p&gt;&lt;p&gt;Teacher questionnaire&lt;/p&gt;&lt;p&gt;2022&lt;/p&gt;&lt;p&gt;&lt;italic&gt;n&lt;/italic&gt; = 8217&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;QRP children&lt;/p&gt;&lt;p&gt;&lt;italic&gt;n&lt;/italic&gt; = 3871&lt;/p&gt;&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Child sex, boys&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;41,918 (50.3%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2289 (50.6%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;4133 (50.3%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1946 (50.3%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Child age (years)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;6.00 (0.30)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8211;&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;11.11 (0.31)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8211;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Child mother tongue&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; French&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;65,418 (78.5%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;3787 (83.7%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8211;&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;3259 (84.3%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; English&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;7167 (8.6%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;394 (8.7%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8211;&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;335 (8.7%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; Other&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;10,750 (12.9%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;339 (7.5%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;&amp;#8211;&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;277 (7.2%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Neighborhood social deprivation index&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 1st quintile (advantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;19,750 (23.7%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1127 (24.9%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2005 (24.4%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;985 (25.5%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 2nd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;18,667 (22.4%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1054 (23.3%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1882 (22.9%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;888 (22.9%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 3rd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;17,334 (20.8%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;977 (21.6%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1750 (21.3%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;828 (21.4%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 4th quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;15,750 (18.9%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;796 (17.6%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1479 (18.0%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;680 (17.6%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 5th quintile (disadvantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;11,917 (14.3%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;566 (12.5%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1101 (13.4%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;490 (12.7%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Neighborhood material deprivation index&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;td align="left" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 1st quintile (advantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;18,334 (22.0%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;995 (22.0%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1849 (22.5%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;883 (22.8%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 2nd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;19,167 (23.0%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;986 (21.8%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1857 (22.6%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;859 (22.2%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 3rd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;16,917 (20.3%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;955 (21.1%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1676 (20.4%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;803 (20.7%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 4th quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;15,334 (18.4%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;855 (18.9%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1512 (18.4%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;735 (19.0%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 5th quintile (disadvantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;13,584 (16.3%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;733 (16.2%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;1323 (16.1%)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;592 (15.3%)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Data were compiled from the QRP project (2023), ©Gouvernement du Québec, Institut de la Statistique du Québec (2023) <sups>a</sups>QSCDK: Quebec Survey of Child Development in Kindergarten *<emph>p</emph> &lt; 0.05; **<emph>p</emph> &lt; 0.01; ***<emph>p</emph> &lt; 0.001</p> <hd id="AN0191574888-10">Children's School Readiness and Performance</hd> <p>Before the pandemic, boys were more likely than girls to present school readiness vulnerability (32.3% vs. 17.2%, <emph>p</emph> &lt; 0.001) (Table 3). After lockdowns, they were also more likely to present school performance below the program's expectations in reading and writing (26.3% vs. 17.6%, <emph>p</emph> &lt; 0.001; and 31.5% vs. 18.0%, <emph>p</emph> &lt; 0.01; respectively). However, in mathematics, girls were more likely than boys to present a performance below program's expectations (22.8 vs. 26.1%, <emph>p</emph> &lt; 0.01). Children residing in more socially deprived neighborhood (5th quintile) were also more likely to present school readiness vulnerability (30.4% vs. 22.1%, <emph>p</emph> &lt; 0.001) and school performance below program's expectations than children residing in socially advantaged neighborhood (1st quintile) in mathematics (27.4% vs. 23.5%) reading (23.2% vs. 21.6%), and writing (28.2% vs. 25.3%). Similarly, children residing in more materially deprived neighborhood were more likely to present school readiness vulnerability and school performance below program's expectations (<emph>p</emph> &lt; 0.001).</p> <p>Table 3 Children's school readiness and performance according to children's sex and family socioeconomic status in the QRP project; <emph>n</emph> = 3871</p> <p> <ephtml> &lt;table rules="groups"&gt;&lt;thead&gt;&lt;tr&gt;&lt;th align="left" /&gt;&lt;th align="left" colspan="2"&gt;&lt;p&gt;QSCDK&lt;sup&gt;a&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;&lt;italic&gt;School readiness vulnerability in kindergarten 2017&lt;/italic&gt;&lt;/p&gt;&lt;/th&gt;&lt;th align="left" colspan="6"&gt;&lt;p&gt;Teacher's questionnaire&lt;/p&gt;&lt;p&gt;&lt;italic&gt;School performance below program's expectations in grade 5 2022&lt;/italic&gt;&lt;/p&gt;&lt;/th&gt;&lt;/tr&gt;&lt;tr&gt;&lt;th align="left" /&gt;&lt;th align="left" /&gt;&lt;th align="left" /&gt;&lt;th align="left" colspan="2"&gt;&lt;p&gt;Mathematics&lt;/p&gt;&lt;/th&gt;&lt;th align="left" colspan="2"&gt;&lt;p&gt;Reading&lt;/p&gt;&lt;/th&gt;&lt;th align="left" colspan="2"&gt;&lt;p&gt;Writing&lt;/p&gt;&lt;/th&gt;&lt;/tr&gt;&lt;tr&gt;&lt;th align="left" /&gt;&lt;th align="left" /&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;p&lt;/italic&gt;-value&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;n&lt;/italic&gt; (%)&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;p&lt;/italic&gt;-value&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;n&lt;/italic&gt; (%)&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;p&lt;/italic&gt;-value&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;n&lt;/italic&gt; (%)&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;p&lt;/italic&gt;-value&lt;/p&gt;&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Total sample&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;960 (24.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;948 (24.5%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;832 (21.5%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;960 (24.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Child sex&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; Boys&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;625 (32.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;441 (22.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;509 (26.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;610 (31.5%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; Girls&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;333 (17.2%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;505 (26.1%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;321 (16.6%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;348 (18.0%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Neighborhood social deprivation index&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 1st quintile (advantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;218 (22.1%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;231 (23.5%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;213 (21.6%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;249 (25.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 2nd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;206 (23.2%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;220 (24.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;185 (20.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;211 (23.7%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 3rd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;193 (23.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;177 (21.4%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;164 (19.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;185 (22.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 4th quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;200 (29.4%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;183 (26.9%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;152 (22.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;179 (26.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 5th quintile (disadvantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;149 (30.4%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;134 (27.4%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;114 (23.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;138 (28.2%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Neighborhood material deprivation index&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 1st quintile (advantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;185 (20.9%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;168 (19.0%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;163 (18.5%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;184 (20.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 2nd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;209 (24.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;198 (23.0%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;168 (19.5%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;204 (23.7%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 3rd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;196 (24.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;193 (24.0%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;168 (20.9%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;191 (23.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 4th quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;204 (27.8%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;207 (28.1%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;171 (23.2%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;199 (27.0%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 5th quintile (disadvantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;174 (29.3%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;181 (30.5%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;158 (26.7%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;185 (31.2%)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Data were compiled from the QRP project (2023), © Gouvernement du Québec, Institut de la Statistique du Québec (2023) <sups>a</sups>QSCDK: Quebec Survey of Child Development in Kindergarten *<emph>p</emph> &lt; 0.05; **<emph>p</emph> &lt; 0.01; ***<emph>p</emph> &lt; 0.001</p> <hd id="AN0191574888-11">Children's Mental Health Post-Lockdowns</hd> <p>When looking at children's mental health after lockdowns, girls presented higher withdrawal symptoms than boys (mean scores of 1.80 and 1.77, respectively), while boys presented high symptoms of hyperactivity/impulsivity/inattention and conduct problems than girls (mean scores of 3.60 and 1.52 among boys; and 2.19 and 0.62 among girls, respectively) (Table 4). No significant difference was observed about emotional distress symptoms between girls and boys. Furthermore, children residing in more socially and materially deprived neighborhoods (5th quintile) presented higher symptoms in all dimensions than children residing in more advantaged backgrounds (1st quintile), except for emotional distress.</p> <p>Table 4 Children's mental health in grade 5 (2022) according to children's sex and family socioeconomic status in the QRP project, <emph>n</emph> = 3871</p> <p> <ephtml> &lt;table rules="groups"&gt;&lt;thead&gt;&lt;tr&gt;&lt;th align="left" /&gt;&lt;th align="left" colspan="2"&gt;&lt;p&gt;Emotional distress &lt;italic&gt;n&lt;/italic&gt; = 3871&lt;/p&gt;&lt;/th&gt;&lt;th align="left" colspan="2"&gt;&lt;p&gt;Withdrawal &lt;italic&gt;n&lt;/italic&gt; = 3871&lt;/p&gt;&lt;/th&gt;&lt;th align="left" colspan="2"&gt;&lt;p&gt;Hyperactivity/impulsivity/inattention &lt;italic&gt;n&lt;/italic&gt; = 3871&lt;/p&gt;&lt;/th&gt;&lt;th align="left" colspan="2"&gt;&lt;p&gt;Conduct problems &lt;italic&gt;n&lt;/italic&gt; = 3871&lt;/p&gt;&lt;/th&gt;&lt;/tr&gt;&lt;tr&gt;&lt;th align="left" /&gt;&lt;th align="left"&gt;&lt;p&gt;Mean (sd)&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;p&lt;/italic&gt;-value&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;Mean (sd)&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;p&lt;/italic&gt;-value&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;Mean (sd)&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;p&lt;/italic&gt;-value&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;Mean (sd)&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;&lt;italic&gt;p&lt;/italic&gt;-value&lt;/p&gt;&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Total sample&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.67 (2.42)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.78 (2.14)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.90 (2.57)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.07 (1.78)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Child sex&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt;0.52&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt;0.02&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; Boys&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.67 (2.46)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.77 (2.13)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;3.60 (2.72)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.52 (2.09)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; Girls&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.68 (2.37)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.80 (2.13)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.19 (2.20)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;0.62 (1.25)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Neighborhood social deprivation index&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt;0.88&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 1st quintile (advantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.64 (2.40)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.78 (2.10)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.75 (2.50)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.05 (1.76)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 2nd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.78 (2.49)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.75 (2.05)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.94 (2.58)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.07 (1.80)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 3rd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.64 (2.37)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.79 (2.20)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.91 (2.62)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.05 (1.75)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 4th quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.70 (2.39)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.87 (2.23)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.98 (2.64)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.10 (1.86)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 5th quintile (disadvantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.67 (2.45)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.83 (2.15)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.98 (2.60)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.13 (1.80)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Neighborhood material deprivation index&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;td align="left" /&gt;&lt;td char="." align="char"&gt;&lt;p&gt; &amp;#60; 0.001&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 1st quintile (advantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.50 (2.35)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.70 (2.15)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.62 (2.54)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;0.85 (1.59)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 2nd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.67 (2.42)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.65 (2.00)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.87 (2.55)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.08 (1.82)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 3rd quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.63 (2.40)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.85 (2.27)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.97 (2.62)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.17 (1.96)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 4th quintile&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.73 (2.40)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.84 (2.09)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;3.02 (2.56)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.07 (1.67)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt; 5th quintile (disadvantaged)&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;2.98 (2.54)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;2.02 (2.18)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;3.12 (2.63)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;td align="left"&gt;&lt;p&gt;1.27 (1.89)&lt;/p&gt;&lt;/td&gt;&lt;td char="." align="char" /&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Data were compiled from the QRP project (2023), © Gouvernement du Québec, Institut de la Statistique du Québec (2023)</p> <hd id="AN0191574888-12">Associations Between Pre- and During Lockdown Factors with Children's School Performance and...</hd> <p>Children who presented school readiness vulnerability in kindergarten before the pandemic were significantly more likely to present school performances in grade 5 below program's expectations in mathematics, reading, and writing, when compared to children without such vulnerability (Fig. 2). Children who presented a vulnerability in kindergarten were also significantly more likely than their peers to manifest symptoms of emotional distress, withdrawal, hyperactivity/impulsivity/ inattention, and conduct problems (Fig. 3).</p> <p>Graph: Fig. 2 Associationsa of pre- and during lockdown factors with children's school performance in grade 5 in the QRP project (n = 3871)</p> <p>Graph: Fig. 3 Associationsa of pre- and during lockdown factors with children's mental health in grade 5 in the QRP Project (n = 3871)</p> <p>When compared to children whose family income remained stable or increased during the pandemic, those who experience a decrease were more likely to present school performance below program's expectation in mathematics, reading, and writing. However, they were not more likely to present higher mental health symptoms (Fig. 3). Similarly, children whose parents reported difficulties in maintaining a work-life balance during the lockdowns were later more likely to present school performances below program's expectations and higher mental health symptoms, expect for withdrawal and conduct problems symptoms. Finally, children of parents who experienced anxiety or depression during the pandemic were more likely to present school performances below program's expectation in maths, reading, and writing. They also presented higher mental health symptoms on all dimensions compared to their peers whose parents did not experience anxiety or depression.</p> <hd id="AN0191574888-13">Discussion</hd> <p>In the present article, we introduced the methodology and initial results of the QRP project, a longitudinal study following 3,781 children before, during, and after COVID-19-related disruptions. The results indicated that boys and children from socioeconomically disadvantaged backgrounds were more likely than their peers to present a school readiness vulnerability in kindergarten, before the COVID-19 pandemic. They were also more likely to present school performance below programs' expectation in grade 5, after the lockdowns.</p> <p>The results revealed that following the lockdowns, boys were also more likely to present higher hyperactivity/impulsivity/inattention and conduct problem symptoms than girls, whereas girls were more likely to present higher emotional symptoms. These results align with existing research on children's mental health both before and following the COVID-19 disruptions (Deng et al., [<reflink idref="bib11" id="ref52">11</reflink>]; Li et al., [<reflink idref="bib29" id="ref53">29</reflink>]). Notably, the mean scores for mental health symptoms were comparable (except for the withdrawal dimension) to those estimated in another representative longitudinal study conducted in Quebec that assessed children's mental health using the same validated instrument before the pandemic (Collet et al., [<reflink idref="bib6" id="ref54">6</reflink>]). This suggests no marked increase in mental health symptoms following the COVID-19-related lockdowns, a result in line with previous research (Witteveen et al., [<reflink idref="bib54" id="ref55">54</reflink>]). However, it deviates from other studies which reported deteriorating mental health following COVID-19 disruptions (Harrison et al., [<reflink idref="bib20" id="ref56">20</reflink>]; Kauhanen et al., [<reflink idref="bib24" id="ref57">24</reflink>]; Ng &amp; Ng, [<reflink idref="bib35" id="ref58">35</reflink>]; Racine et al., [<reflink idref="bib40" id="ref59">40</reflink>]). These discrepancies may be attributable to different data collection time point over the COVID-19 pandemic timeline (Racine et al., [<reflink idref="bib40" id="ref60">40</reflink>]; Wolf &amp; Schmitz, [<reflink idref="bib55" id="ref61">55</reflink>]). It is also plausible that mental health symptoms were higher following prolonged periods of social distancing, particularly at the pandemic's onset (Oliveira et al., [<reflink idref="bib36" id="ref62">36</reflink>]), and subsequently decreased after the relaxation of these measures (Deng et al., [<reflink idref="bib11" id="ref63">11</reflink>]; Racine et al., [<reflink idref="bib40" id="ref64">40</reflink>]).</p> <p>The innovative design of our study, combining census and survey methodologies, offers unique insights into the associations between pandemic-related challenges with children's academic performance and mental health. Findings highlighted that, in comparison to children from families who experienced stable or increasing income during lockdowns, those who experienced a decrease were more likely to present both mathematics, reading, and writing skills below program's expectation post-lockdowns. Similar results have been reported in previous studies (González et al., [<reflink idref="bib18" id="ref65">18</reflink>]). However, a decrease in family income was not associated with higher mental health symptoms, contrary to previous studies (Ng &amp; Ng, [<reflink idref="bib35" id="ref66">35</reflink>]). This discrepancy needs to be further investigated, especially considering that economically disadvantaged Canadian families received the Canada Emergency Response Benefit in 2020 (about CAN $500/week), potentially mitigating the economic consequences of the pandemic (Hillel et al., [<reflink idref="bib21" id="ref67">21</reflink>]).</p> <p>Secondly, our findings highlighted that in comparison to children whose parents did not experience difficulties in maintaining a positive work-life balance during lockdowns, those whose parents experienced such difficulties were more at risk of experiencing academic difficulties and mental health symptoms. As suggested by previous studies, it is plausible that parents facing work-life balance challenges were less likely to provide comprehensive support for online schooling during lockdowns, resulting in higher academic difficulties for their children (Wolf &amp; Schmitz, [<reflink idref="bib55" id="ref68">55</reflink>]). Achieving work-life balance was notably more difficult for parents whose partner continued to work outside of the home environment during the pandemic (Del Boca et al., [<reflink idref="bib10" id="ref69">10</reflink>]). However, it is important to note that parents working outside of the home were also more likely to be essential workers (Adams-Prassl et al., [<reflink idref="bib1" id="ref70">1</reflink>]), exposing them to a higher risk of virus exposure (Lancet, [<reflink idref="bib27" id="ref71">27</reflink>]; Mutambudzi et al., [<reflink idref="bib33" id="ref72">33</reflink>]). This heightened risk may have contributed not only to parental anxiety (Lan et al., [<reflink idref="bib26" id="ref73">26</reflink>]) but also to elevated mental health symptoms in their children.</p> <p>Thirdly, we found that in comparison to children whose parents did not suffer from anxiety or depression during the pandemic, those whose parents experienced such symptoms were more likely to present academic achievement below the program's expectations and higher mental health symptoms. These results align with previous literature that highlighted parental mental health to be a good predictor of children's mental health throughout the pandemic (Ng &amp; Ng, [<reflink idref="bib35" id="ref74">35</reflink>]). Our findings extend previous ones by providing a longitudinal design, establishing a temporal relationship between parental symptoms and children's symptoms (Ng &amp; Ng, [<reflink idref="bib35" id="ref75">35</reflink>]; Penna et al., [<reflink idref="bib38" id="ref76">38</reflink>]; Stracke et al., [<reflink idref="bib47" id="ref77">47</reflink>]; Wolf &amp; Schmitz, [<reflink idref="bib55" id="ref78">55</reflink>]).</p> <hd id="AN0191574888-14">Strengths and Limitations</hd> <p>The QRP project presents several strengths. First, the partnership between scientists and governmental institutions is unique in gathering their expertise for both questionnaires' development, participant's recruitment, and population representativeness. Indeed, as the QRP project has been created by the ISQ from census data, weights have been estimated to maintain the representativeness of the Quebec's population of children who attended kindergarten during the 2016–2017 school year. During the following phases, ISQ was further able to estimate additional weights to maintain the samples representatives of the Quebec children's population during the considered years. Second is its large and longitudinal sample, allowing measure of pre- and post-COVID-19 pandemic. In future projects, these measures will allow to investigate who are the children who experienced the most difficulties during the pandemic, while considering their pre-pandemic difficulties. Third is its data collection from multiple informants, including parents, teachers, and ministerial tests. Fourth is the use of validated school readiness questionnaire (Hymel et al., [<reflink idref="bib22" id="ref79">22</reflink>]; Janus &amp; Offord, [<reflink idref="bib23" id="ref80">23</reflink>]) and validated psychometric instruments to measure children's mental health (Collet et al., [<reflink idref="bib6" id="ref81">6</reflink>]) allowing comparison with other children from previous studies. Nevertheless, the study is not without limitation. First, children from the First Nations school boards such as Nunavik and James Bay Cree or in special needs schools were not included in the study. Similarly, children who left the province or repeated a grade between kindergarten and grade 4 were not included in the QRP project. Nevertheless, the estimation and use of population weight by the ISQ enabled us to maintain the representativeness of the sample. Second, families' experiences during lockdowns, notably parental mental health, were retrospectively measured, though validated questionnaires have been used allowing comparison with other studies. Third, family income and income change during lockdowns were reported by the parents and may be subject to recall and prevarication bias. However, we also have access to neighborhood social and material deprivation indices that have been calculated by the ISQ from census data that have been validated and widely used (Pampalon et al., [<reflink idref="bib37" id="ref82">37</reflink>]). Fourth, clustering by regions or schools was not considered in the analysis and residual confounding may persist. Nonetheless, this bias may be limited as children were selected from 20 regions of residence. Further, children were spread across 4152 classes in 1840 schools during the third phase.</p> <hd id="AN0191574888-15">Future Directions</hd> <p>Within the next few months, data of the QRP project will be linked to the academic results in mathematics, reading, and writing of the Québec Ministry of Education. In addition, data of the QRP project will be linked to the data of the "Children of Québec," an administrative database including all children born between 2006 and 2019 and affiliated to the Quebec Health Insurance Board (about 96% of the Quebec population). It gathers longitudinal information from the Quebec Health Insurance Board, the Quebec Ministry of Health and Social Services, the Quebec Ministry of Education, and the Quebec Ministry of Higher Education. Linking research and administrative data will allow to investigate the putative impact of the pandemic on psychosocial and educational development across childhood and adolescence. Notably, linked data will permit to investigate how the provision of special services (e.g., educators, educational therapists, and speech therapists) may have supported youths. Research can also further explore the development of youths who experienced the most difficulties during the pandemic and whether they end up doing better with time or not.</p> <hd id="AN0191574888-16">Acknowledgements</hd> <p>We thank the children, parents, and teachers whose participation made this study possible. We also acknowledge the considerable contribution of the Institut de la Statistique du Québec in the project. Data were compiled from the QRP project (2023), © Gouvernement du Québec, Institut de la Statistique du Québec (2023).</p> <hd id="AN0191574888-17">Funding</hd> <p>OC is supported by the Fonds de Recherche du Québec–Société et Culture. TL is funded by the Canadian Institute of Health Research.</p> <hd id="AN0191574888-18">Data Availability</hd> <p>Data of the QRP project are accessible to researchers at the Centre d'Accès aux Données de Recherche de l'Institut Statistique du Québec. To access the data, researchers need to submit for evaluation a project (including for example the aim, analysis plan, researchers on the project) to the Research Data Access Point team. Further information and support can be found on the Research Data Access Point website (https://<ulink href="http://www.stat.gouv.qc.ca/research/#/accueil">www.stat.gouv.qc.ca/research/#/accueil</ulink>).</p> <hd id="AN0191574888-19">Declarations</hd> <p></p> <hd id="AN0191574888-20">Ethics Approval</hd> <p>Ethical approval for all QRP phases' protocols was obtained from either the ISQ ethics committee or the Sainte-Justine Research Center committee. The study was performed in accordance with the principles of the Declaration of Helsinki.</p> <hd id="AN0191574888-21">Consent to Participate</hd> <p>At every phase, parents, teachers, or children provided informed consent as appropriate.</p> <hd id="AN0191574888-22">Conflicts of Interest</hd> <p>The authors declare that they have no conflict of interest.</p> <hd id="AN0191574888-23">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0191574888-24"> <title> References </title> <blist> <bibl id="bib1" idref="ref70" type="bt">1</bibl> <bibtext> Adams-Prassl A, Boneva T, Golin M, Rauh C. Inequality in the impact of the coronavirus shock: Evidence from real time surveys. 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Collet; Massimiliano Orri; Cédric Galéra; Tianna Loose; Bertrand Perron; Simon Larose; Patrick Charland; Catherine Haeck and Sylvana M. Côté</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib50" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib15" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib18" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib20" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib35" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib36" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib41" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib52" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib24" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib38" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib40" firstref="ref15"></nolink> <nolink nlid="nl14" bibid="bib14" firstref="ref17"></nolink> <nolink nlid="nl15" bibid="bib17" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib28" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib42" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib43" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib51" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib48" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib19" firstref="ref29"></nolink> <nolink nlid="nl22" bibid="bib30" firstref="ref30"></nolink> <nolink nlid="nl23" bibid="bib31" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib34" firstref="ref32"></nolink> <nolink nlid="nl25" bibid="bib16" firstref="ref33"></nolink> <nolink nlid="nl26" bibid="bib13" firstref="ref34"></nolink> <nolink nlid="nl27" bibid="bib32" firstref="ref35"></nolink> <nolink nlid="nl28" bibid="bib53" firstref="ref37"></nolink> <nolink nlid="nl29" bibid="bib55" firstref="ref38"></nolink> <nolink nlid="nl30" bibid="bib45" firstref="ref39"></nolink> <nolink nlid="nl31" bibid="bib49" firstref="ref43"></nolink> <nolink nlid="nl32" bibid="bib22" firstref="ref44"></nolink> <nolink nlid="nl33" bibid="bib23" firstref="ref45"></nolink> <nolink nlid="nl34" bibid="bib44" firstref="ref46"></nolink> <nolink nlid="nl35" bibid="bib39" firstref="ref47"></nolink> <nolink nlid="nl36" bibid="bib46" firstref="ref48"></nolink> <nolink nlid="nl37" bibid="bib25" firstref="ref49"></nolink> <nolink nlid="nl38" bibid="bib37" firstref="ref51"></nolink> <nolink nlid="nl39" bibid="bib29" firstref="ref53"></nolink> <nolink nlid="nl40" bibid="bib54" firstref="ref55"></nolink> <nolink nlid="nl41" bibid="bib21" firstref="ref67"></nolink> <nolink nlid="nl42" bibid="bib10" firstref="ref69"></nolink> <nolink nlid="nl43" bibid="bib27" firstref="ref71"></nolink> <nolink nlid="nl44" bibid="bib33" firstref="ref72"></nolink> <nolink nlid="nl45" bibid="bib26" firstref="ref73"></nolink> <nolink nlid="nl46" bibid="bib47" firstref="ref77"></nolink> |
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| Header | DbId: eric DbLabel: ERIC An: EJ1508201 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Initial Results of the Québec Resilience Project (QRP): A Longitudinal and Representative Population-Based Study of Children's Development Prior to and during the COVID-19 Pandemic (2017-2022) – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ophélie+A%2E+Collet%22">Ophélie A. Collet</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1859-6765">0000-0003-1859-6765</externalLink>)<br /><searchLink fieldCode="AR" term="%22Massimiliano+Orri%22">Massimiliano Orri</searchLink><br /><searchLink fieldCode="AR" term="%22Cédric+Galéra%22">Cédric Galéra</searchLink><br /><searchLink fieldCode="AR" term="%22Tianna+Loose%22">Tianna Loose</searchLink><br /><searchLink fieldCode="AR" term="%22Bertrand+Perron%22">Bertrand Perron</searchLink><br /><searchLink fieldCode="AR" term="%22Simon+Larose%22">Simon Larose</searchLink><br /><searchLink fieldCode="AR" term="%22Patrick+Charland%22">Patrick Charland</searchLink><br /><searchLink fieldCode="AR" term="%22Catherine+Haeck%22">Catherine Haeck</searchLink><br /><searchLink fieldCode="AR" term="%22Sylvana+M%2E+Côté%22">Sylvana M. Côté</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Prevention+Science%22"><i>Prevention Science</i></searchLink>. 2026 27(1):168-179. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Family+%28Sociological+Unit%29%22">Family (Sociological Unit)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s11121-025-01773-3 – Name: ISSN Label: ISSN Group: ISSN Data: 1389-4986<br />1573-6695 – Name: Abstract Label: Abstract Group: Ab Data: The COVID-19 pandemic instigated changes in almost all aspects of youth's life. While numerous studies have been implemented to understand how these changes are related to youth's development, few concerned large representative samples. This study introduces the methodology and initial results of the Quebec (Canada) Resilience Project (QRP), a representative longitudinal study. The QRP encompassed three phases: (a) 2017 census survey assessing school readiness in kindergarteners before the pandemic (n = 83,335, aged 6 years); (b) 2021 questionnaire study assessing family functioning during COVID-19-related lockdowns (n = 4524, aged 10 years); and (c) 2022 questionnaire survey assessing children's school performance and mental health post-lockdowns (n = 8217, aged 11 years). In total, 3871 children were assessed either by parents or teachers in the three phases. We explored factors associated with children school performance (maths, reading, and writing) and mental health (emotional, withdrawal, hyperactivity/impulsivity/inattention, and conduct problems symptoms). Population weights were estimated from census data to maintain the representativeness of the population. School readiness vulnerability in kindergarten and parental anxiety and depression during lockdowns were associated with both children's lower school performances and higher levels of all mental health symptoms post-lockdown. Loss in family income and parental difficulties in maintaining work-life balance during lockdowns were associated with children's lower school performance and higher levels of some mental health symptoms (emotional and hyperactivity/impulsivity/inattention) post-lockdown. The results underscore that pandemic-related disruptions were negatively associated with children's school performance, emphasizing the need for interventions in the school environment. Associations between pandemic-related disruptions and children mental health were less consistent yet emphasize the importance of parental mental health. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1508201 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508201 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11121-025-01773-3 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 168 Subjects: – SubjectFull: COVID-19 Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Resilience (Psychology) Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: School Readiness Type: general – SubjectFull: Kindergarten Type: general – SubjectFull: Young Children Type: general – SubjectFull: Family (Sociological Unit) Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Mental Health Type: general – SubjectFull: Child Development Type: general – SubjectFull: Parent Child Relationship Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Initial Results of the Québec Resilience Project (QRP): A Longitudinal and Representative Population-Based Study of Children's Development Prior to and during the COVID-19 Pandemic (2017-2022) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ophélie A. Collet – PersonEntity: Name: NameFull: Massimiliano Orri – PersonEntity: Name: NameFull: Cédric Galéra – PersonEntity: Name: NameFull: Tianna Loose – PersonEntity: Name: NameFull: Bertrand Perron – PersonEntity: Name: NameFull: Simon Larose – PersonEntity: Name: NameFull: Patrick Charland – PersonEntity: Name: NameFull: Catherine Haeck – PersonEntity: Name: NameFull: Sylvana M. Côté IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1389-4986 – Type: issn-electronic Value: 1573-6695 Numbering: – Type: volume Value: 27 – Type: issue Value: 1 Titles: – TitleFull: Prevention Science Type: main |
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