With implemented school closures, the global crisis of COVID-19 has caused drastic changes in the dynamics and routines of children and their families. The rapid transition to homeschooling and social distancing measures have been particularly challenging for schoolchildren and their parents. In the adverse situation of COVID-19, children are more vulnerable to contextual factors such as familial risks, leading to unfavorable outcomes in children’s mental health, their emotional and psychosocial development. The present study aimed to synthesize available literature on psychosocial outcomes in schoolchildren (ages 6–13 years) who were exposed to family-related stressors during mandatory school closures. A systematic review was carried out, following the PRISMA guideline. A total of 419 records were retrieved from electronic databases, journals, and reference lists of primary studies and reviews. Studies were analyzed by the interrelation of negative child outcomes and parent-related variables during the period of school closure. Ten studies were included in this review. Studies varied in quality, in the combination of psychosocial factors, and child outcomes. Identified psychosocial variables impacting children included parental mental health, parental stress, parent-child interaction, and parenting stress. Identified negative outcomes in children encompassed emotional problems, behavioral problems, hyperactivity, anxiety and depression. Overall, results highlighted the link between children’s psychological response and parent-related variables during school closures. Results show that pandemic-related school closures had a considerable effect on children. However, findings cannot be interpreted conclusive as studies measured other factors, that contributed to a child’s psychological status quo.

Background: International guidelines emphasize the importance of holistic personal development in education, incorporating both academic and social–emotional skills. The developmentally appropriate, school-based prevention program Papilio-6to9 for students aged six to nine, implemented by trained teachers, aims at improving social, emotional, and cognitive skills and preventing behavior and emotional problems. The program differs from existing school-based prevention programs in Germany in its theoretical framework and multi-level approach targeting both students and teachers. The current study is the first to assess program effectiveness by analyzing the impact on the student-level outcomes. Methods: The pilot study employed a randomized waiting control group longitudinal design with three measurement points (pre-test, post-test, follow-up). The sample comprised 224 children (52% girls, age M = 7.1 years) from twelve classes. Teachers completed online questionnaires at each measurement point, assessing social–emotional problems, social skills, executive functions, and student-teacher relationship. Results: The results indicated program effects in all defined outcome areas: program participation was associated with lower problem scores, higher social skills, higher executive functions, and closer student-teacher relationship. Conclusion: The findings of the pilot evaluation indicate the effectiveness of the Papilio-6to9 program in promoting social–emotional skills and preventing emotional and behavioral problems. Future studies should aim to validate the findings with a larger sample and incorporate multiple sources of information. Limitations and recommendations for future research are discussed.