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Children and COVID-19 Research Library

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

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2206 - 2220 of 5209
School closures during social lockdown and mental health, health behaviors, and well-being among children and adolescents during the first COVID-19 wave: a systematic review

AUTHOR(S)
Russell Viner; Simon Russell; Rosella Saulle (et al.)

Published: January 2022   Journal: JAMA Pediatrics

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.

COVID-19–related life experiences, outdoor play, and long-term adiposity changes among preschool- and school-aged children in Singapore 1 year after lockdown

AUTHOR(S)
Ka Kei Sum; Shirong Cai; Evelyn Law (et al.)

Published: January 2022   Journal: JAMA Pediatrics

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.

Effects of COVID-19 on child health services utilisation and delivery in rural Mozambique: a qualitative study

AUTHOR(S)
Lilia Bliznashka; Marilyn N. Ahun; Daan Velthausz (et al.)

Published: January 2022   Journal: Health Policy and Planning
Little is known about the COVID-19 pandemic-related disruptions in health services and the resilience of the health system response in rural low-resource settings. This study conducted a phenomenological qualitative study (October–November 2020) to understand COVID-19-related influences on the utilization and delivery of child health services in Monapo district, rural Mozambique. 36 caregivers with children <2.5 years, 21 health providers and 4 district health services staff using in-person in-depth interviews were interviewed. Data were analysed using inductive thematic content analysis.
Sleep in the time of COVID-19: findings from 17000 school-aged children and adolescents in the UK during the first national lockdown

AUTHOR(S)
Gaby Illingworth; Karen L. Mansfield; Colin A. Espie (et al.)

Published: January 2022   Journal: SLEEP Advances

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.

Children’s perceptions of their neighbourhoods during COVID-19 lockdown in Aotearoa New Zealand
Published: January 2022   Journal: Children's Geographies
Neighbourhood design can have substantial impacts on children's physical and psychological well-being. COVID-19 lockdowns produced striking and unprecedented changes in how neighbourhoods functioned for children. The aim of this research was to explore what worked well for children during Alert Levels 3 and 4 (lockdown) in Aotearoa New Zealand (NZ), focusing in particular on the neighbourhood environment. Children (n = 192) aged between 5 and 13 years completed an online survey that collected information on neighbourhood walking and wheeling and what they liked about their neighbourhood during lockdown in NZ. Car-less neighbourhoods were important for supporting children’s well-being. Community activities such as the NZ Bear Hunt were appreciated by children. Natural environments, being home, spending time with family, and simple activities were all liked by participants. Social connections were important but often required technology. Findings can help inform initiatives to support child well-being in the face of potential future lockdowns or new pandemics.
Socioecological correlates associated with muscle-strengthening exercise at home during COVID-19 among adolescents: the our life at home study

AUTHOR(S)
Kate Parker; Jo Salmon; Nicola D. Ridgers (et al.)

Published: January 2022   Journal: Journal of Sports Sciences
This study examined adolescent muscle-strengthening exercise (MSE) participation at home and associated socioecological correlates during Australia’s initial COVID-19 lockdown restrictions. Adolescents (N = 731, Mage = 16.3, SD = 1.2 years, 73% female) self-reported their MSE participation in February 2020 (pre-lockdown; at a gym or at home) and April/May (during lockdown; at home only as gyms were closed). They also reported a range of potential individual, family, and home environment correlates. Remoteness and area-level socioeconomic disadvantage were also considered. Logistic regression models examined potential correlates of participation in any MSE and MSE engagement ≥3 times/week during April/May. Fewer adolescents participated in MSE during April/May (48%) than February (54%), however, the proportions that engaged in MSE ≥3 times/week were the same (30%). Prioritising being active every day (OR = 2.43, 95% CI = 1.52, 3.90), being active with sibling/s ≥ 5 days/week (OR = 2.24, 95% CI = 1.00, 5.00) and access to weights at home (OR = 2.98, 95% CI = 1.94, 4.57) were associated with higher odds of any MSE participation at home during April/May. These variables were also positively associated with MSE participation at home ≥3 times/week. Understanding how to support adolescents to prioritise being active, engage in MSE with siblings, and provide equipment may assist adolescents to engage in home-based MSE.
Exploring middle school students’ attitudes and satisfaction about home-based online education during the COVID-19 epidemic and the influential variables

AUTHOR(S)
Yan Li; Xinya Chen; Shujun Liu (et al.)

Published: January 2022   Journal: Educational Studies

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.

The impact of COVID-19 on children’s learning: a rapid review

AUTHOR(S)
Jane Spiteri; Josephine Deguara; Tania Muscat (et al.)

Published: January 2022   Journal: Educational and Developmental Psychologist

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.

The role of school connectedness in supporting the health and well-being of youth: recommendations for school

AUTHOR(S)
Ellen M. McCabe; Caroline Davis; Lauryn Mandy (et al.)

Published: January 2022   Journal: NASN school nurse
The importance of students feeling connected in school cannot be overstated, as this perception is crucial to support their health and well-being. A lack of school connectedness can lead to adverse physical and mental health outcomes, including bully victimization. Numerous factors, including individual, social, and environmental, influence students' perceived sense of school connectedness. School nurses are well positioned to establish and maintain school connectedness due to their knowledge, accessibility to students, and familiarity with the school environment. This article details the importance of school connectedness and describes the associations between school connectedness, bullying, and mental health. In addition, we offer recommendations geared toward school nurses regarding strengthening school connectedness and promoting a culture of care and inclusivity within school environments, especially salient in the context of the COVID-19 pandemic.
Remote learning and its effects on the well-being of primary school learners in Germany

AUTHOR(S)
Tobias Schroedler; Drorit Lengyel; Jürgen Budde (et al.)

Published: January 2022   Journal: International Journal of Primary, Elementary and Early Years Education
This paper presents a study on remote learning of primary school children during the first school closures that were imposed in Germany in response to the COVID-19 pandemic in spring 2020. Data were collected at a primary school covering learners from age 6-12 and include a comprehensive survey amongst parents (n=69) as well as interviews with learners (n=17). Employing a mixed-methods approach, we first analyse the parent-survey’s quantitative dataset. The analyses demonstrate that using modern technology for teaching and for communication between teachers and learners positively impact learners’ motivation and well-being. Multivariate statistics show that teacher-learner contact frequency as well as teaching-learning transparency are predictive towards learner well-being.
Which anxious adolescents were most affected by the COVID-19 pandemic?

AUTHOR(S)
Santiago Morales; Selin Zeytinoglu; Nicole E. Lorenzo (et al.)

Published: January 2022   Journal: Clinical Psychological Science
Although the COVID-19 pandemic caused significant stress and anxiety among many people, individuals’ experiences varied. This study examined whether specific forms of anxiety predicted distinct trajectories of anxiety, perceived stress, and COVID-related worries during 3 early months of the pandemic. In a longitudinal study (N = 291), adolescents’ (n = 194) social anxiety and generalized anxiety levels were assessed via parent reports and self-reports and clinical diagnostic interviews. Later, when these adolescents were young adults (n = 164), anxiety, stress, and COVID-related worries were assessed thrice during the pandemic. Prepandemic generalized anxiety predicted higher initial levels and maintenance of anxiety, stress, and COVID-related worries during the pandemic. In contrast, prepandemic social anxiety predicted lower initial levels of anxiety, stress, and COVID-related worries, but this initial effect on anxiety and stress was offset over time by social anxiety’s positive effect on the slope.
When I think of home: black families supporting their children during the COVID-19 pandemic

AUTHOR(S)
Brian L. Wright; Beverly E. Cross; Donna Y. Ford (et al.)

Published: January 2022   Journal: Education and Urban Society
Since the onset of the COVID-19 pandemic, economic crisis, and persistent systemic and structural racism have plagued Black communities. The continued physical and symbolic violence and murders of Black bodies are undeniable. As White institutions, schools are definite contributors to this brutality as they center the culture and realities of White children while ignoring or denigrating Black children. This is even evident in the undermining of Black families’ efforts to prepare their children to face the inequities and injustices they experience in the U.S. This article discusses Black families’ engagement in their children’s education amid threats through racial socialization research aimed at developing and validating Black children’s perspectives, experiences, and realities in Black identity to promote their positive social-emotional and psychological development. Black families must know how to cultivate their child’s healthy self-identity, voice, and agency, along with academic achievement. Schools should learn from these practices. Schools that choose to ignore these concepts will continue contributing to trauma and violence against Black children and maintain deficit-oriented views. The article includes examples and implications for teaching and supporting the well-being of Black children, and concludes with practical ideas that educators can learn from and integrate into their practices.
Impact of challenging behavior online modules on Korean parents of children with developmental disabilities: an RCT

AUTHOR(S)
James D. Lee; Hedda Meadan; Yan Xia (et al.)

Published: January 2022   Journal: Journal of Positive Behavior Interventions
Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families’ quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be heightened during the coronavirus disease 2019 (COVID-19) pandemic with various societal restrictions. To mitigate the treatment gap, this study developed and adapted a series of online training modules on behavioral principles and examined its effectiveness with 88 Korean parents using a randomized controlled trial. It found significant interaction effects on increasing parents’ knowledge of behavioral principles, increasing positive parenting practices, and decreasing parental stress. Qualitative social validity data also indicated that parents were highly satisfied with the goals, procedures, and outcomes and that the program positively affected their parenting styles.
Professionals’ perspectives on service delivery: the impact of COVID-19 on early childhood special education providers

AUTHOR(S)
Doug Gomez; Megan Kunze; Elizabeth Glenn (et al.)

Published: January 2022   Journal: Topics in Early Childhood Special Education
Early childhood special education (ECSE) professionals were forced to drastically change their methods of providing services as a result of the COVID-19 pandemic. This qualitative study conducted interviews to understand how the COVID-19 pandemic has impacted ECSE professionals both personally and professionally. ECSE rofessionals described challenges as well as unexpected positive outcomes associated with continuing to work in the midst of the COVID-19 pandemic. Professionals also explained the importance of increasing parent interaction through coaching interventions while engaging in remote service delivery.
EdTech for Ugandan girls: Affordances of different technologies for girls’ secondary education during the Covid-19 pandemic

AUTHOR(S)
Kalifa Damani; Rebecca Daltry; Katy Jordan (et al.)

Published: January 2022   Journal: Development Policy Review

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.

2206 - 2220 of 5209

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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Check our quarterly thematic digests on children and COVID-19

Each quarterly thematic digest features the latest evidence drawn from the Children and COVID-19 Research Library on a particular topic of interest.
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COVID-19 & Children: Rapid Research Response

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.