While a raft of existing Chinese literature examines the associations between the outbreak of the pandemic and students’ mental health, rarely do Chinese studies assess the nuanced relationships between digital learning, parenting, and students’ mental health since the coronavirus (COVID-19) outbreak. Such a rarely discussed topic has substantial scholarly value as mismanagement of digital learning and parenting, such as the exposure to cyberbullying and negative parenting during the public health crisis, could add substantial, unforeseeable psychological burdens for Chinese students. In this article, the author applied a systematic review to find all relevant Chinese literature that contains the words “digital learning”, “children/adolescents”, “mental health”, and “parenting” published since January 2020. As such a complex topic has rarely been addressed in Chinese contexts, the author was only able to find four related scholarly articles. The author summarises the arguments and empirical findings to explore the nuanced relationships between a) digitalisation, isolation, parenting, and children’s mental health, b) parenting, teacher-student relationships, and students’ mental health, and c) maternal and paternal parenting styles.