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AUTHOR(S) Melissa E. Mendoza; Timothy F. Brewer; Matthew S. Smith (et al.)
AUTHOR(S) Yusuke Kusumi; Mitsuaki Tominaga; Hironobu Nagasawa (et al.)
AUTHOR(S) Catherine Smith; Massimiliano Tani; Sophie Yates (et al.)
AUTHOR(S) Sanyin Cheng; Shengli Cheng (et al.)
AUTHOR(S) Susan Sonnenschein; Michele L. Stites; Julie A. Grossman (et al.)
AUTHOR(S) Chiaki Hayano; Shuichi Shimakawa; Miho Fukui (et al.)
This study investigated the impact of COVID-19 pandemic school closures on the mental health of school students with chronic diseases. Questionnaires were distributed from 4th-9th grade students diagnosed with chronic diseases at Osaka Medical College Hospital and their parents or caregivers. Questionnaires from 286 families were returned by mail after schools reopened. The students were divided into the “psychosomatic disorder” group (P, n = 42), “developmental disorder” group (D, n = 89), and “other disease” group (O, n = 155). Using students’ self-report on the Questionnaire for Triage and Assessment with 30 items (QTA30), this study assessed the proportion of students having a high risk of psychosomatic disorder in three groups. It investigated how the students requiring the support of somatic symptom (SS) felt about school during school closure. Further, using parents’ and caregivers’ answers, SS scores were calculated before and during school closure and after school reopening.
AUTHOR(S) Nidhi Singal; Jenipher Mbukwa-Ngwira; Shruti Taneja-Johansson (et al.)
AUTHOR(S) Umar Toseeb
AUTHOR(S) Rachel K. Schuck; Rachel Lambert; Mian Wang
AUTHOR(S) Shahnaz Shahrbanian; Meysam Yavari Kateb; Patricia K. Doyle-Baker (et al.)
AUTHOR(S) Sarah Hurwitz; Blaine Garman-McClaine; Kane Carlock
AUTHOR(S) Elizabeth A. Steed; Ngoc Phan; Nancy Leech (et al.)
AUTHOR(S) Faisl M. Alqraini; Khalid N. Alasim
On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. This prompted many countries, including Saudi Arabia, to suspend students’ attendance at schools and to start distance education. This sudden shift in the educational system has affected students’ learning, particularly for d/Deaf and hard-of-hearing (d/Dhh) students, who have unique language and communication needs. This study explores the challenges and support methods for d/Dhh students during their distance education in Saudi Arabia.
AUTHOR(S) Halis Sakız
AUTHOR(S) Noor-ud-din Mohammed
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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The second digest discussed children and violence during the pandemic.
The first digest covers children and youth mental health under COVID-19.
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