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AUTHOR(S) Heather Elphick; Philippa Howsley; Nathaniel Mills (et al.)
AUTHOR(S) Athanasia Kouroupa; Amanda Allard; Kylie M. Gray (et al.)
AUTHOR(S) Jessica Wythe
AUTHOR(S) Hope Christie; Lucy V. Hiscox; Sarah L. Halligan (et al.)
As a result of the COVID-19 pandemic, school closures meant that for many households, home and school environments became intertwined. Parents and carers found themselves taking on the role as de-facto educators, as well as balancing working from home and caring for additional members of the household. Understanding the full extent of the effects incurred by parents and carers during school closures is vital to identifying and supporting vulnerable families. This rapid review aimed to appraise the available evidence on the potential effects of the COVID-19 pandemic on UK parents and carers. Searches for academic literature were conducted using Proquest Central, Scopus, and Google Scholar between 21st and 28th April 2021 using search terms describing “parents and carers”, “COVID-19” and the “UK”. Additional literature was identified on relevant parents and carers' organisations websites including charity reports.
AUTHOR(S) Ruth M. Blackburn; Jacquie Phillips Owen; Johnny Downs (et al.)
AUTHOR(S) Georgia Allen; Philippa Velija
AUTHOR(S) Pilar T. V. Florentino; Tristan Millington; Thiago Cerqueira-Silva (et al.)
AUTHOR(S) Susana Castro-Kemp; Arif Mahmud
AUTHOR(S) L. Hielscher; E. Mengoni; A. Ludlow (et al.)
AUTHOR(S) Steven Wyatt; Patrick Aldridge; Samantha Ross (et al.)
This study aims to examine the frequency and distribution of infant feeding-related presentations at emergency departments (EDs) before and during the SARS-CoV-2 pandemic. Attendances at 48 major EDs in England in two 50-week periods before and during the COVID-19 pandemic: period 1, April 2, 2019 to March 10, 2020 and period 2, April 1, 2020 to March 10, 2021.
AUTHOR(S) Lorraine Sherr; Helen Mebrahtu; Kasonde Mwaba (et al.)
Parenting was severely affected by lockdown, school closure, illness, movement restrictions and the many sudden changes wrought by the global emergence of COVID-19. Responding to the need for a rapid emergency response to support parents and caregivers, a consortium of providers developed a suite of COVID-19 parenting resources based on evidence-based parenting interventions. Launched in March 2020, these were adapted for online use, with versions in over 100 languages, and the possibility for downloading, radio, and oral provision. A rapid qualitative evaluation initiative was conducted from September 2020 to February 2021 to inform the procedure, understand the impact and to drive future provision. The evaluation collected openended responses surveys (n = 495 participants) and in-depth interviews with parents, providers, and adolescent children (n = 22) from 14 countries and one global source. Data were gathered on parenting challenges during COVID-19 and the utility of the COVID-19 parenting resources.
AUTHOR(S) Annabel A. Powell; Georgina Ireland; Felicity Aiano (et al.)
Little is known about the views of adolescents returning to secondary school during the current COVID-19 pandemic. In September 2020, the UK Health Security Agency (UKHSA), formerly known as Public Health England (PHE),recruited staff and students in secondary schools to provide nasal swabs, oral fluid and blood samples for SARS-CoV-2 infection and antibody testing. Students aged 11–18 years in five London schools completed a short questionnaire about their perception of the pandemic, returning to school, risk to themselves and to others and infection control measures, and participating in school testing.
AUTHOR(S) Richard Pountney
This paper reports the evaluation of an ongoing intervention, the GROW Programme, aimed at meeting the needs of 15–18-year-old pupils who were unable to attend school in England for periods during 2020–2021. The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses. Thematic analysis of a mixed-method evaluation, using surveys and interviews of teachers and mentors, and pupil focus groups, of the remote mentoring of pupils and their learning during lockdown, is further analyzed by means of Bernstein's knowledge codes, and his concept of open schools, to identify the form of knowledge inherent in online mentoring.
AUTHOR(S) Emeline Rougeaux; Sarah Dib; Adriana Vázquez-Vázquez (et al.)
AUTHOR(S) Alexander McTier; Joanna Soraghan
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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COVID-19 & Children: Rapid Research Response