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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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76 - 90 of 239
Experiences of siblings of children with congenital heart disease during Coronavirus disease 2019; a qualitative interview study

AUTHOR(S)
Elizabeth Bichard; Stephen McKeever; Suzanne Bench (et al.)

Published: January 2022   Journal: Journal of Pediatric Nursing

This study aimed to explore siblings' perceptions of having a brother or sister with congenital heart disease in the UK during the COVID-19 pandemic. Siblings of children with congenital heart disease aged 8–17 years old were interviewed via video call technology between September 2020 and February 2021.  A reflexive thematic analysis of these interviews to generate themes was conducted.

“I don’t want my son to be part of a giant experiment”: public attitudes towards COVID-19 vaccines in children

AUTHOR(S)
Simon N. Williams

Published: January 2022   Journal: Public Health

This qualitative study explored public attitudes to COVID-19 vaccines in children, including reasons for support or opposition to them. Qualitative study using online focus groups and interviews. Group and individual online interviews were conducted with a diverse sample of 24 adults in the United Kingdom to explore their views on the issue of COVID-19 vaccination in children. Data were analysed using a framework approach.

Back to school after lockdown: The effect of COVID-19 restrictions on children's device-based physical activity metrics

AUTHOR(S)
Liezel Hurter; Melitta McNarry; Gareth Stratton (et al.)

Published: January 2022   Journal: Journal of Sport and Health Science

The coronavirus disease-2019 (COVID-19) pandemic and national lockdowns took away opportunities for children to be physically active. This study aimed to determine the effect of the COVID-19 lockdown on accelerometer-assessed physical activity (PA) in children in Wales. 800 participants (8–18 years old), stratified by sex, age, and socio-economic status, wore Axivity AX3 accelerometers for 7 days in February 2021, during the lockdown, and in May 2021, while in school. Raw accelerometer data were processed in R-package GGIR, and cut-point data, average acceleration (AvAcc), intensity gradient (IG), and MX metrics were extracted. Linear mixed models were used to assess the influence of time-point, sex, age, and SES on PA.

“Lessons from lockdown: could pandemic schooling help change education?”

AUTHOR(S)
Harriet D. A. Pattison

Published: January 2022   Journal: Pedagogy, Culture & Society
This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of ‘homeschooling’ and how parents reacted and adapted to these, including adjusting ideas around education. This adaptation mirrors the changing attitudes of parents found in pre-pandemic home education. The paper suggests that post pandemic education could be enriched by taking forward some of these ideas, particularly greater flexibility, personalisation and child autonomy in education.
Student parents or parent students in lockdown pandemic? A third space approach

AUTHOR(S)
Z. Nikiforidou; Sarah E. Holmes

Published: January 2022   Journal: Journal of Family Issues
The pandemic has affected families in many ways. Parents, who at the same time are studying, tend to be an under-represented cohort of adult learners, and in this study, their experiences and reflections, on how they navigated through their dual identities during lockdown, are explored. Through an online survey, 91 student parents from 20 different higher education institutions in the United Kingdom shared their views as to how they balanced their parenting and studying responsibilities during lockdown in early 2021. Findings indicate how student parents felt both their roles were impacted rather negatively, but also how the pandemic provided them opportunities for bridging and resisting binaries, through the emergence of a Third Space (Bhabha, H. K. (1994). The location of culture. New York, NY: Routledge; Soja, E. W. (1996). Third space: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell). The study shows how student parents re-positioned their identities, identified ways to manage disruptions caused by the lockdown and acknowledged family time and family relationships as very important. 
‘It's making his bad days into my bad days’: The impact of coronavirus social distancing measures on young carers and young adult carers in the United Kingdom

AUTHOR(S)
Andy McGowan; Kate Blake-Holmes

Published: January 2022   Journal: Child & Family Social Work
The lockdown measures put in place in March 2020 in England to counter the spread of the coronavirus have had significant implications for the lives and well-being of young carers and young adult carers. In such unprecedented times, little was known about the potential impact on this group and their specific experience of the Covid-19 lockdown restrictions. A rapid review was conducted, 28 young carers responded to a survey and an additional 20 participants were interviewed in January 2021; the survey was repeated with a further 149 responses.
Women’s views on accepting COVID-19 vaccination during and after pregnancy, and for their babies: a multi-methods study in the UK

AUTHOR(S)
Helen Skirrow; Sara Barnett; Sadie Bell (et al.)

Published: January 2022   Journal: BMC Pregnancy and Childbirth

COVID-19 vaccines are advised for pregnant women in the United Kingdom (UK) however COVID-19 vaccine uptake among pregnant women is inadequate. An online survey and semi-structured interviews were used to investigate pregnant women’s views on COVID-19 vaccine acceptability for themselves when pregnant, not pregnant and for their babies. One thousand one hundred eighty-one women, aged over 16 years, who had been pregnant since 23rd March 2020, were surveyed between 3rd August–11th October 2020. Ten women were interviewed.

‘I already know about it, I’ve been watching the Daily News and updates’: teenagers’ questions about the scientific and social aspects of COVID-19

AUTHOR(S)
Jenny Byrne; Alison Marston; Marcus Grace (et al.)

Published: January 2022   Journal: Journal of Biological Education
Since the start of the COVID-19 pandemic, there has been a surfeit of information and misinformation in the media about it. The lockdown in England meant that schools were closed from March to June, meaning that students had limited access, in school, to ask questions and discuss the biology of the novel virus (SARS-CoV-2) or the impact of the pandemic on themselves, their families and friends. In this small-scale exploratory study, we decided to ask students (15–16-year-olds) on their return to school in June 2020 and in September 2020, what they wanted to know about COVID-19. Findings show that their questions were similar at both time points, indicating that students wanted to know the same things. This suggests that despite the high volume of information available in the media, some of the students’ questions had not been answered or that sources of information were confused and at times contradictory. Interestingly, the questions they asked were based on reliable sources of news rather than fake news, and this finding seems to contradict the literature that indicates young people are prone to believing misinformation. The implications for teaching and learning about COVID-19, and other zoonotic diseases as socio-scientific issues are discussed.
The social determinants of child health and inequalities in child health

AUTHOR(S)
Kate E. Pickett; Yassaman Vafai; Mathew Mathai (et al.)

Published: January 2022   Journal: Paediatrics and Child Health
Social factors have a profound impact on child health – they are the “causes of the causes”, creating social gradients and inequalities in almost all morbidities. The social determinants of health are complex and intertwined, and in the UK child health inequalities are entrenched and intractable. This study describes how longitudinal research on children's health and life course trajectories gives us insights into the ways in which the social determinants interact to affect children, and how these insights can shape policy and practice to improve child health. It also touches on three major contemporary issues in child health: adverse childhood experiences, the Covid-19 pandemic and climate change. It explores how paediatricians can engage with the social determinants of child health and be agents for change, and share examples of innovative practice.
Teachers’ perspectives on the delivery of transitional outreach activities and their potential to raise secondary school students’ Higher Education aspirations during the Covid-19 pandemic

AUTHOR(S)
Anthea Rose; Lucy Mallinson

Published: December 2021   Journal: Journal of Further and Higher Education
The role secondary schools play in raising student aspirations for, and encouraging progression into, Higher Education through supported outreach is important but often overlooked by both colleges and universities alike. This article reports on our work within Uni Connect’s ‘Raising Higher Education Aspirations’ programme in Lincolnshire which delivers targeted university-inspiring transitional outreach activities to Year 9–13 students from disadvantaged backgrounds with low levels of social and cultural capital, little or no familial habitus of Higher Education and where Higher Education participation is lower than expected. Specifically, this article considers university-inspiring transitional outreach from the perspective of six secondary school Uni Connect programme leads. Semi-structured interviews conducted with school leads over a 12-month period between October 2019 and November 2020 provided a unique insight into the successes and challenges schools face in delivering aspirational Higher Education outreach.
The experience of SENCOs in England during the COVID-19 pandemic: the amplification and exposure of pre-existing strengths and challenges and the prioritisation of mental health and wellbeing in schools

AUTHOR(S)
Adam Boddison; Helen Curran

Published: December 2021   Journal: About this Journal Journal of Research in Special Educational Needs
A national survey of Special Educational Needs Coordinators (SENCOs) in England was conducted during the summer of 2020 in the midst of the global COVID-19 pandemic. The annually conducted survey typically collates demographic data about the SENCO workforce, but given the wider context, this particular survey also included nine questions about SENCOs' experiences during the pandemic. More than 1000 SENCOs participated in the survey and the findings demonstrate the critical contribution of SENCOs in supporting pupils with SEND and maintaining effective communication with their families during the pandemic. The study provides evidence of an amplification effect in relation to the strengths and challenges that SENCOs had been experiencing prior to the pandemic. The study also demonstrates the importance of prioritising mental health and wellbeing in schools for both pupils and staff in the wake of the pandemic, with this being the key priority identified by SENCOs across all types of setting and all phases of education.
Effects of COVID-19 lockdown restrictions on parents' attitudes towards green space and time spent outside by children in Cambridgeshire and North London, United Kingdom

AUTHOR(S)
Kate Howlett; Edgar C. Turner

Published: December 2021   Journal: People and Nature

In the United Kingdom, children are spending less time outdoors and are more disconnected from nature than previous generations. However, interaction with nature at a young age can benefit wellbeing and long-term support for conservation. Green space accessibility in the United Kingdom varies between rural and urban areas and is lower for children than for adults. It is possible that COVID-19 lockdown restrictions may have influenced these differences. In this study, we assessed parents' attitudes towards green space, as well as whether the COVID-19 lockdown restrictions had affected their attitudes or the amount of time spent outside by their children, via an online survey for parents of primary school-aged children in Cambridgeshire and North London, UK (n = 171). We assessed whether responses were affected by local environment (rural, suburban or urban), school type (state-funded or fee-paying) or garden access (with or without private garden access).

Psychological distress and resilience in a multicentre sample of adolescents and young adults with cancer during the COVID-19 pandemic

AUTHOR(S)
Clare Jacobson; Nicola Miller; Rebecca Mulholland (et al.)

Published: December 2021   Journal: Clinical Child Psychology and Psychiatry
Understanding impact of the coronavirus pandemic (COVID-19) on Adolescents and Young Adults (AYA) with cancer is important to inform care. Online survey of 16–24 year olds receiving cancer treatment at eight cancer centres in the UK. This study measured: self-perceived increased anxiety since COVID-19, impact of COVID-19 on treatment, life and relationships, PHQ-8, GAD and the two-item Connor–Davidson Resilience Scale (CD-RISC). 112 AYA participated. 59.8% had previous mental health difficulties. 78.6% reported COVID-19 having a significant impact on life. 79% reported experiencing increased anxiety since COVID-19.43.4% had moderate-severe PHQ-8 scores and 37.1% GADS-7 scores. Impact on life was associated with moderate-severe PHQ-8 scores (OR 5.23, 95% CI 1.65–16.56, p < 0.01), impact on relationships with moderate-severe GADS-7 and PHQ-8 score (OR 2.89, 95% CI 1.11–7.54, p = 0,03; OR 3.54, 95% CI 2.32–15.17, p < 0.01; OR 2.42, 95% CI 1.11–5.25, p =0.03).
Adolescents’ lockdown-induced coping experiences (ALICE) study: a qualitative exploration of early adolescents’ experiences of lockdown and reintegration

AUTHOR(S)
Emma Ashworth; Anna Hunt; Jennifer Chopra (et al.)

Published: December 2021   Journal: The Journal of Early Adolescence
The aim of this study was to explore the experiences and perceived impact of the COVID-19 lockdowns among early adolescents in the northwest of England, as well as explore the self-care and coping strategies that helped the young people continue to thrive. Fourteen adolescents, 9 boys and 5 girls, were recruited from four secondary schools in North West England. Remote online interviews were conducted. Inductive reflexive thematic analysis was used to analyse the interview data and four themes were identified: (1) change: ‘life feels weird’; (2) embracing lockdown; (3) feelings of loss; and (4) stress, worry and challenge. Processes identified will be able to help inform policy and practice for supporting adolescents in the future, including the promotion of positive coping strategies and the provision of resources for young people, schools and families.
Secondary school students’ perception of the online teaching experience during COVID-19: The impact on mental wellbeing and specific learning difficulties

AUTHOR(S)
Thomas Walters; Nicola J. Simkiss; Robert J. Snowden (et al.)

Published: December 2021   Journal: British Journal of Educational Psychology

Student engagement and concentration is critical for successful learning. Due to the COVID-19 pandemic, there has been a dramatic increase in the use of online learning which may affect engagement and concentration, particularly for those students with specific learning difficulties. This study is a retrospective online survey comparing pupils’ normal classroom experience to learning online during the first national lockdown in the United Kingdom (March–July 2020).

76 - 90 of 239

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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UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.