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AUTHOR(S) Russell Viner; Simon Russell; Rosella Saulle (et al.)
School closures as part of broader social lockdown measures during the COVID-19 pandemic may be associated with the health and well-being of children and adolescents. This paper aims to review published reports on the association of school closures during broader social lockdown with mental health, health behaviors, and well-being in children and adolescents aged 0 to 19 years, excluding associations with transmission of infection. Eleven databases were searched from inception to September 2020, and machine learning was applied for screening articles. A total of 16 817 records were screened, 151 were reviewed in full text, and 36 studies were included. Quality assessment was tailored to study type. A narrative synthesis of results was undertaken because data did not allow meta-analysis.
AUTHOR(S) Ka Kei Sum; Shirong Cai; Evelyn Law (et al.)
Despite the potential for COVID-19 infection control–related events to have an effect on child well-being, comprehensive assessments of postlockdown changes and persistent outcomes are lacking. This paper aims to survey the extent of COVID-19 lockdown–related lifestyle changes, their differences by child age and family socioeconomic status, and the potential association with child adiposity 1 year after lockdown. A self-administered, electronic survey was introduced to 2 ongoing child cohorts (the Singapore Preconception Study of Long-term Maternal and Child Outcomes [S-PRESTO] cohort of preschool children aged 1-4.5 years and the Growing Up in Singapore Towards Healthy Outcomes [GUSTO] cohort of primary school children aged 9-10.7 years) from July 8, 2020, to September 5, 2020, which was 1 to 3 months after the end of strict universal movement restrictions (duration of 73 days ending on June 19, 2020). All active participants from S-PRESTO and GUSTO, 2 population-based, longitudinal, parent-offspring cohorts in Singapore, were invited to participate and monitored through June 15, 2021.
AUTHOR(S) Lilia Bliznashka; Marilyn N. Ahun; Daan Velthausz (et al.)
AUTHOR(S) Gaby Illingworth; Karen L. Mansfield; Colin A. Espie (et al.)
Sleep is essential to young people’s wellbeing, yet may be constricted by the adolescent delayed sleep phase coupled with school start times. COVID-19 restrictions caused major disruptions to everyday routines, including partial school closures. This study set out to understand changes in students’ self-reported sleep quality, and associations with mental wellbeing and interpersonal functioning, during these restrictions. The OxWell school survey—a cross-sectional online survey—collected data from 18 642 children and adolescents (aged 8–19 years, 60% female, school year 4–13) from 230 schools in southern England, in June–July 2020. Participants completed self-report measures of the impact of COVID-19 restrictions on sleep quality, happiness, and social relationships. Sleep timing was compared with data collected from 4222 young people in 2019.
AUTHOR(S) Kate Parker; Jo Salmon; Nicola D. Ridgers (et al.)
AUTHOR(S) Yan Li; Xinya Chen; Shujun Liu (et al.)
Students’ attitudes and satisfaction are important predictors of educational quality, especially under such special situation as large scale home-based online education during the COVID-19 epidemic. This study investigated middle school students’ attitudes and satisfaction about home-based online education during COVID-19 epidemic and potential influential variables. Survey data were collected from 788 middle school students in two typical Chinese public schools. Multinomial logistic regression analysis and ordinal logistic regression analysis were used to identify influential variables.
AUTHOR(S) Jane Spiteri; Josephine Deguara; Tania Muscat (et al.)
While it is widely acknowledged that the COVID-19 pandemic has created disruptions in children’s learning trajectories, the literature suggests that there is little empirical research to support this claim. This rapid review of the literature was carried out to explore the impact of the COVID-19 pandemic on children’s learning, whether there has been a loss in learning during the COVID-19 pandemic, and if so, what recommendations can be made to mitigate these losses, now and in the future.
AUTHOR(S) Ellen M. McCabe; Caroline Davis; Lauryn Mandy (et al.)
AUTHOR(S) Tobias Schroedler; Drorit Lengyel; Jürgen Budde (et al.)
AUTHOR(S) Santiago Morales; Selin Zeytinoglu; Nicole E. Lorenzo (et al.)
AUTHOR(S) Brian L. Wright; Beverly E. Cross; Donna Y. Ford (et al.)
AUTHOR(S) James D. Lee; Hedda Meadan; Yan Xia (et al.)
AUTHOR(S) Doug Gomez; Megan Kunze; Elizabeth Glenn (et al.)
AUTHOR(S) Kalifa Damani; Rebecca Daltry; Katy Jordan (et al.)
This article discusses the use of educational technology (EdTech) in girls’ education at PEAS schools (‘Promoting Education in African Schools’) in rural Uganda during the COVID-19-related school closures. This article addresses a research gap surrounding the potential use of EdTech to support girls’ education, focusing on the barriers to girls’ EdTech use and how technology might be used to enhance girls’ education in disadvantaged rural areas – specifically their academic learning and their social and emotional learning. A sequential, explanatory mixed-methods case study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings.
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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