Submitted by: Suzanna Smith, PhD, Associate Professor, Human Development
Barnett, R. C. & Gareis, K. C. (2006). Parental after-school stress and psychological well-being. Journal of Marriage and Family, 68(1), pp. 101-108.
Introduction
Working parents of school age children often worry about what their children are doing after school in the hours before parents get home from work. And the time is significant: “For most full time employed parents, the gap between the end of the school day and the time they arrive home from work is [about] 20-25 hours per week” (Barnett & Gareis, 2006, p. 101), or 4 to 5 hours a day.
After-school programs are scarce in many communities, so parents often struggle with unreliable and complicated informal arrangements (Barnett & Gareis, 2006). Or, children care for themselves and in many cases, for younger siblings. Some researchers have found that 44% of 12 year olds were in self-care after school.
Although some older children and teens are able to handle this responsibility, sometimes at-home arrangements can be unreliable or dangerous. In addition, unsupervised children and teens are at high risk for juvenile crime, substance use, sexual activity, and victimization (Barnett & Gareis, 2006). Certainly, this can be distressing for parents, but there has been very little research on parental stress and after-school child care.
Methodology
The study looked at parents’ after school stress, or their level of concern for their children’s welfare after school, and its impact on parents’ psychological well being. The sample was 243 employed parents of school age children (K-12) who were employees at a leading financial services corporation. They were recruited to the study through an employees’ parenting group. Survey packets were mailed to over 1000 parents in 6 states. Questions were asked about their psychological well being, parental after school stress, child’s unsupervised time after school, negative affectivity, and demographic characteristics.
Most respondents were mothers (84%). On average the sample worked 44 hours a week, but this ranged from 20-86 hours, so some parents were able to be home after school. They worked at a variety of jobs and occupational levels within the organization. The average age was 39 years but the age range was 25 to 59 years. Nearly two thirds (62.4%) had some college or a bachelors’ degree. Mostly this sample was married (74%) or partnered (5%). The vast majority (91%) of spouses or partners were also working, on average 46 hours per week.
Parents with more than one school aged child answered the questions about the child whose name came first alphabetically. There were about an equal number of boys and girls; the average age was 9 and the age range from 4 to 18 years.
Main Ideas
Child-Care Arrangements
Over one-third (36%) of target children participated in a formal after school program for an average of 11 hours a week. One-fifth (21.5%) spent some time unsupervised after school each week, averaging around 10 hours alone or watching younger siblings.
Parental Stress
Parents were somewhat stressed about after school arrangements, and at least some parents were very stressed. On average, they experienced signs of psychological well being some of the time.
Parental Stress and Psychological Well-Being
Parents with more after school stress had lower psychological well-being. This statistical relationship between stress and well-being was stronger for parents of girls than boys. There was no difference between mothers and fathers in after school stress scores; the relation between stress and well-being was equally strong for mothers and fathers.
Although this study was based on a small, non-representative sample, it shows that parental after school stress affects the psychological health of employed parents of school-aged children. Additional research would tell us more about this important issue affecting a large segment of the workforce and their families.
Implications for Extension Programs
Extension has been successful in developing after school programs in some communities. These programs provide supervised academic and recreational opportunities for school aged children in a safe environment. This study confirms that such programs are important, not only to children but to their parents. This may be particularly true in communities where there are few after school options and children may get involved in risky situations and behaviors. In some communities, Extension could play a leading role in helping communities improve after school care options. Programs on children's self-care are important for working parents so that they can determine their children's readiness and safety in taking care of themselves after school.
Conclusion
Parents’ after school stress was associated with psychological well being—the more stress parents experienced, the lower their well-being. There was a stronger connection between after school stress and well-being for parents of daughters than of sons. Parents may view daughters as more vulnerable to risky behaviors or victimization when there are problems in their after school arrangements (Barnett & Gareis).
These findings suggest that after school stress is an important issue for working parents. And, although we have come a long way in improving day care options for young children, far more working parents have school-age than preschool age children, and there are fewer after school care options (Barnett & Gareis). Schools, community leaders, and policy makers are urged to look at what can be done to improve after school care for the working families in their areas.
