ArticleContemporary school psychology2023
Students' Perceptions of COVID-19 Stress and Internalizing Problems: Is Social Support a Buffer?
Article in Contemporary school psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 9 citations in OpenAlex.
- Intimate partner violence, social support, and depression among women living with HIV in Wakiso District, central Uganda: findings from a sequential mixed-methods study.BMC public health · 2026Article
- The impact of physical exercise on internalizing and externalizing problem behaviors among middle school students: correlation and regression prediction analysis.Child and adolescent psychiatry and mental health · 2025Article
- Changes in emotional distress among Ontario education workers during the COVID-19 pandemic: 2021-2023.PloS one · 2025Article
- Social support and mental health outcomes in palestinian children victims of bullying and cyberbullying during the covid-19 pandemic: an exploratory investigation.Discover mental health · 2024Article
- A bibliometric analysis of anxiety and depression among primary school students.Frontiers in psychiatry · 2024Review
- The impact of social support and emotion dysregulation on COVID-19 depressive symptoms.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The current study investigated the associations among student perceptions of COVID-19 stress, internalizing problems, and school social support (teacher and classmate support) and how these relations differed across elementary/middle and high school students. Based on data from 526 4th- through 12th-grade students from a school district in the Northeast, we found that COVID-19-related stress was significantly related to internalizing problems for all students, regardless of grade level. We also found that teacher social support, but not classmate social support, buffered the positive relation between COVID-19 stress and internalizing problems. The results of the current study have implications for school psychologists, counselors, social workers, and other educators in alleviating COVID-19-related stress in students and associated symptoms of internalizing problems in students. As the pandemic unwinds, future research should examine the long-term impacts of the COVID-19 pandemic, especially for students with marginalized identities, and how teacher and/or peer support may play a role in buffering these stressors for students.
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Registered trials
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