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Children and COVID-19 Research Library

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

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46 - 54 of 54
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).

A peer-based educational intervention effects on SARS-CoV-2 knowledge and attitudes among Polish high-school students

AUTHOR(S)
Maria Ganczak; Oskar Pasek; Łukasz Duda-Duma (et al.)

Published: November 2021   Journal: Int. J. Environ. Res. Public Health
To support high school students to develop knowledge they need to adhere to control measures during the pandemic, a peer-based educational intervention on SARS-CoV-2 was developed and its impact was evaluated. Multistage random sampling was used. The 50 min peer-based intervention was conducted by final year medical students. Baseline and post-intervention knowledge and attitudes were assessed. Significance was tested by McNemar’s/Wilcoxon rank tests. Of 518 participants (mean age 17.8 years ± 0.43), 81.0% did not receive any school-based education on SARS-CoV-2. After intervention, the knowledge score improved from 65.2% to 81.6%, attitudes from 63.2% to 70.8% (both p < 0.0001). The effect size after the intervention compared to pre-intervention showed moderate improvement of knowledge, but not attitudes (d = 0.46 and d = 0.18, respectively). Pre- and post-intervention, females, students in non-science programs, living in cities < 250,000 inhabitants had lower knowledge, while fewer males, non-science program students, living in smaller cities presented positive attitudes. Before intervention, 67.0% students correctly named SARS-CoV-2 preventive methods and 73.6% were concerned COVID-19 is a serious disease; these improved after intervention (to 80.1% and 86.3%; p < 0.0001). The intervention was not very successful in increasing the intent to vaccinate for COVID-19 (pre-intervention 52.9%, post-intervention 56.4%; p < 0.007). Peer-based teaching for high school students can be effective in increasing SARS-CoV-2 knowledge and awareness.
Dynamic masking: a proposal of burden-based metrics for masking in K-12 schools during the COVID-19 pandemic

AUTHOR(S)
Leah C. Rowland; Martin D. Klinkhammer; Dana W .E. Ramirez

Published: November 2021   Journal: Journal of School Health

Ongoing masking of K-12 children has not been universally accepted despite recommendation from public health authorities. In states without universal mask mandates for schools, district administrators are forced to make masking decisions under significant local political pressures. There is a call for endpoints to masking to allow communities to tailor mitigation while keeping schools safe, focusing on harm reduction. This study reviewed existing measures for the safe opening of schools and designed a stepwise, accessible approach to the removal of masks in the K-12 setting.

An exploratory case study of mindfulness techniques in a high school band program during the COVID-19 pandemic

AUTHOR(S)
Karen M. Koner; Abigayle Weaver

Published: October 2021   Journal: Update: Applications of Research in Music Education
The purpose of this study was to explore the effects of mindfulness practices on high school band students. This action research project took place in spring 2020, during the COVID-19 pandemic stay-at-home orders. Four students enrolled in the high school band participated in five weeks of mindfulness practice interventions over the virtual format alongside their instrumental music director. Mindfulness practices included diaphragmatic breathing, relaxation imagery, cued relaxation, and stretching. Throughout the five weeks, student participants discussed improved focus, improvement of stress management, and increased frequency of mindfulness practice. However, four months after data collection was complete, three of the four student participants continued to practice mindfulness techniques on their own time to assist with nervousness, anxiety, and stress.
Sleep during COVID-19-related school lockdown, a longitudinal study among high school students

AUTHOR(S)
Ingvild West Saxvig; Ståle Pallesen; Børge Sivertsen (et al.)

Published: October 2021   Journal: Journal of Sleep Research
There has been great concern about the impact of coronavirus disease 2019 (COVID-19)-related school lockdown on adolescent health. The aim of the present study was to compare sleep patterns before and during COVID-19-related school lockdown, in a large sample of high school students. The present study is based a prospective, longitudinal survey on adolescent sleep health. Phase 1 was conducted in 2019, whereas phase 2 was conducted in 2020 (response rate 60.2%), during the last 10 days of a 60-day long school lockdown. Main outcomes comprised sleep parameters from the Munich ChronoType Questionnaire (MCTQ). A total of 2,022 students provided valid responses to MCTQ in both survey phases.
Insecurity, lack of support, and frustration: a sociological analysis of how three groups of students reflect on their distance education during the pandemic in Sweden

AUTHOR(S)
Ida Lidegran; Elisabeth Hultqvist; Emil Bertilsson (et al.)

Published: October 2021   Journal: European Journal of Education
This article investigates the situation of Swedish upper secondary school students who have been subject to distance education during the COVID-19 pandemic crisis. It understands the transition from onsite education to distance education as a recontextualization of pedagogical practice, its framing follows loosely concepts from Bernstein. Given that the field of upper secondary education is highly socially structured it is relevant to enquire into the social dimensions of distance education. For this purpose, the study analysed answers to an open-ended question in a survey answered by 3,726 students, and related them to a cluster analysis distinguishing three main clusters of students: urban upper-middle-class, immigrant working-class, and rural working-class.
Hand hygiene and mask-wearing behaviors and related factors during COVID 19 pandemic: a cross-sectional study in students

AUTHOR(S)
Gülsün Ayran; Semra Köse; Arzu Sarıalioğlu (et al.)

Published: October 2021   Journal: Journal of Pediatric Nursing

The research was conducted to determine the hand hygiene and mask-wearing behaviors and related factors of secondary school students in the COVID-19 pandemic process. This descriptive cross-sectional study was conducted between March 02–April 022021 with 1284 students who continued their secondary education in a province in the east of Turkey. The data were collected face-to-face through the Descriptive Characteristics Form, the Mask-Wearing Behavior Form, and the Hand Hygiene Behavior Form. Percentage, mean, t-test in independent groups, Mann Whitney U test and Multiple Regression analysis were used in the evaluation of the data. Ethical principles were observed at all stages of the study.

‘Schooling at home’ in Ireland during COVID-19’: parents’ and students’ perspectives on overall impact, continuity of interest, and impact on learning

AUTHOR(S)
N. Flynn; E. Keane; E. Davitt (et al.)

Published: May 2021
Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. This research explored the experiences of children, young people and parents during the first period of ‘schooling at home’ (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence emerged of parent-perceived and student-perceived negative psychosocial impacts of SAH on students.
Modelling the potential impact of mask use in schools and society on COVID-19 control in the UK

AUTHOR(S)
J. Panovska-Griffiths; C. C. Kerr; W. Waites (et al.)

Published: April 2021   Journal: Scientific Reports
As the UK reopened after the first wave of the COVID-19 epidemic, crucial questions emerged around the role for ongoing interventions, including test-trace-isolate (TTI) strategies and mandatory masks. This study assessed the importance of masks in secondary schools by evaluating their impact over September 1–October 23, 2020. It showed that, assuming TTI levels from August 2020 and no fundamental changes in the virus’s transmissibility, adoption of masks in secondary schools would have reduced the predicted size of a second wave, but preventing it would have required 68% or 46% of those with symptoms to seek testing (assuming masks’ effective coverage 15% or 30% respectively). With masks in community settings but not secondary schools, the required testing rates increase to 76% and 57%.
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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.