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Children and COVID-19 Research Library

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

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Journal article

COVID-19 and schools: what is the risk of contagion? Results of a rapid-antigen-test-based screening campaign in Florence, Italy

AUTHOR(S)
Guglielmo Bonaccorsi; Sonia Paoli; Massimiliano Alberto Biamonte (et al.)

Published: October 2021 Journal: International Journal of Infectious Diseases

In the coronavirus disease 2019 era, debate around the risk of contagion in school is intense in Italy. The Department of Welfare and Health of Florence promoted a screening campaign with rapid antigen tests for all students and school personnel. The aim of this study was to assess the circulation of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) in the school setting by means of mass screening in every primary and middle school in Florence. All students and school personnel at primary and middle schools in Florence were asked to take part. The campaign started on 16 November 2020 and was completed on 12 February 2021. If a subject had a positive result on rapid antigen testing, a molecular test was performed to confirm the result.

Journal article

COVID-19 and educational inequality: How school closures affect low- and high-achieving students

AUTHOR(S)
Elisabeth Grewenig; Philipp Lergetporer; Katharina Werner (et al.)

Published: October 2021 Journal: European Economic Review

In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. This study argues that low-achieving students may be particularly affected by the lack of educator support during school closures. It collects detailed time-use information on students before and during the school closures in a survey of 1099 parents in Germany.

Research brief

"Public health and social measures' considerations for educational authorities: schooling in the time of COVID-19: Considerations for health and educational authorities on the public health and social measures to reopen schools as safely as possible"

AUTHOR(S)
Kalpana Vincent; Viviane Bianco; Sarah Fuller (et al.)

Institution: *UNICEF
Published: October 2021

The return to face-to-face learning helps children return to a sense of normality, although different normality as prevention and control measures have likely altered school and classroom routines. It is important that schools should have a risk-mitigation strategy in place. Countries should ensure these strategies carefully balance the likely benefits for, and harms to, younger and older age groups of children when making decisions about implementing infection prevention and control measures. Any measure needs to be balanced with the even worse alternative of schools being closed and Any measure introduced by schools should follow standard protocols for implementation. This publication shares more detailed considerations for health and educational authorities on the public health and social measures to reopen schools as safely as possible.

Cite this research | No. of pages: 9 | Language: English | Topics: Education | Tags: child education, COVID-19 response, e-learning, educational policy, lockdown, remote learning, school attendance, schools, social distance | Publisher: *UNICEF, World Health Organisation

Research Report

Schooling in the time of COVID-19, a resource pack produced by UNICEF ECARO and WHO Europe

Institution: *UNICEF
Published: October 2021

Schools are essential for children’s learning, health, safety and well-being. But students’ learning suffered a major setback when most educational institutions reduced or cancelled in-person instruction and moved to remote learning and teaching to minimize the spread of COVID-19. Prolonged school closures continue to jeopardise the future of millions of children across the globe. The Europe and Central Asia Region is no exception. Schools should be the first to open and last to close. Getting children back in the classroom remains a priority for UNICEF and WHO Regional Offices, striking a balance between applying public health and social measures and ensuring that children are able to continue learning and socializing to the greatest extent possible. UNICEF and WHO have created several tools and resources to support countries in their back-to-school efforts. This joint UNICEF Regional Office for Europe and Central Asia (UNICEF/ ECARO) and WHO Regional Office for Europe Schooling Resource Pack has an easy-to-find compilation of materials to help parents/caregivers, teachers and students return to school safely.

Cite this research | No. of pages: 6 | Language: English | Topics: Education | Tags: COVID-19 response, disease transmission, e-learning, educational policy, lockdown, remote learning, school attendance, schools, social distance | Publisher: *UNICEF, World Health Organisation

Journal article

Justice-centered education amid the COVID-19 pandemic

AUTHOR(S)
Michelle E. Forsythe; Yun-Wen Chan

Published: September 2021 Journal: The Journal of Environmental Education

The COVID-19 pandemic has brought new saliency to educational efforts to ensure every person is able to make effective personal decisions and participate in civic affairs. However, social and political systems often constrain individual opportunities to enact personal decision-making. These sociopolitical contexts necessitate an increased emphasis on justice-centered education that equips students to recognize and respond to inequities in local and global contexts. This article presents three case studies of areas relevant to K-12 education to which the pandemic has drawn critical attention: how scientific knowledge changes, how decisions are made about science-based issues, and how the impacts of such decisions cascade in the environment. Collectively, these cases highlight the importance of justice-centered pedagogies for learning about complex socioscientific issues such as the COVID-19 pandemic and how transboundary justice-centered education could support the meaningful convergence of environmental education, science education, and social studies education.

Cite this research | Language: English | Topics: Education | Tags: child education, COVID-19 response, educational policy, lockdown, right to education, social distance, social inequality, social justice

Journal article

COVID-19 and the desire of children to return to nature: Emotions in the face of environmental and intergenerational injustices

AUTHOR(S)
Clementina Rios; Alison Laurie Neilson; Isabel Menezes

Published: September 2021 Journal: The Journal of Environmental Education

The global COVID-19 public health crisis has driven policies of lockdowns and social distancing that have had negative social and economic impacts, worsening inequalities and social exclusions, and mixed environmental impacts. This study engaged children from schools with diverse environmental pedagogies in online focus groups about nature and their experiences with nature during the pandemic. Participants expressed fear of the unknown virus, sadness from isolation, longing for family and friends, and yearning for the freedom to enjoy the outside world. They revealed knowledge of both positive and negative impacts of lockdowns on the environment. Their experiences with nature demonstrate how environmental injustice affects the lives of children from public schools in urban contexts, especially those from lower socioeconomic backgrounds, who reported less contact with nature during the lockdown. As a group, children are aware and very critical of intergenerational environmental injustice and argue for the need for adults to act.

Cite this research | Open access | Language: English | Topics: Education, Social Protection, Well-being and Equity | Tags: child education, COVID-19 response, e-learning, environment, environmental degradation, environmental pollution, lockdown, natural resources, remote learning, school attendance, social distance

Journal article

Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic

AUTHOR(S)
Chung Kwan Lo; Ka Luen Cheung; Ho Russell Chan (et al.)

Published: September 2021 Journal: Interactive Learning Environments

Teachers and students have experienced an unusual year in 2020 because of the COVID-19 pandemic. To minimize the risk of the epidemic spreading, face-to-face lecturing hours have been reduced, resulting in a substantial need for online instruction. This project thus aims to develop open access flipped learning resources (e.g. dynamic courseware and instructional videos) for secondary school mathematics teachers and students in Hong Kong. The overarching goal of this study is to make theoretically and empirically supported suggestions for developing the resources. Experiential learning theory was used as the theoretical foundation for developing the resources. A three-cycle recursive instructional design approach involving 34 mathematics educators was used to develop and improve materials that better meet the needs of frontline teachers.

Cite this research | Language: English | Topics: Education | Tags: COVID-19 response, e-learning, lockdown, remote learning, school attendance, social distance, teaching methods

Journal article

Mothers’ preferences for their children’s format for return to school during the Coronavirus disease-2019 pandemic: are there differences between full-time employed mothers and mothers who are not employed?

AUTHOR(S)
Christine A. Limbers; Christina L. Pavlov

Published: September 2021 Journal: Journal of Family Issues

The present study assessed factors associated with maternal preferences for their children’s educational format (i.e., completely in-person, completely online/remote, or hybrid of in-person and online/remote) for return to school during the COVID-19 pandemic and whether these associations differed between full-time employed mothers and mothers who were not employed. Participants were 911 mothers of school-aged children from the United States (full-time employed, n = 650; not employed, n = 261). Recruitment took place online via social media during Summer 2020. Questionnaires on school modality preference, maternal work status, and demographic characteristics were filled out online through Qualtrics.

Journal article

Parent–student relational turbulence, support processes, and mental health during the COVID-19 pandemic

AUTHOR(S)
Timothy R. Worley; Madison Mucci-Ferris

Published: September 2021 Journal: Journal of Social and Personal Relationships

In Spring 2020, the COVID-19 pandemic introduced unexpected transitions for college students and their families. Informed by Relational Turbulence Theory, we examined associations among relational turbulence processes in students’ relationships with parents, social support seeking and reception, and mental health. Seven hundred forty-seven college students living at home with a parent completed an online survey during June 2020. Students’ self uncertainty, interference from parents, and relational turbulence were negatively associated with their support seeking and perceptions of support from parents, whereas facilitation from parents predicted increased support seeking and perceptions of support. In turn, support seeking and perceived support were negatively associated with students’ anxiety, depression, and stress. Finally, support processes mediated the association of turbulence with depression.

Cite this research | Open access | Language: English | Topics: Education, Mental Health | Tags: child education, child mental health, COVID-19 response, lockdown, mental stress, parent-child relationship, psychological distress, school attendance, social distance

Journal article

Small steps and stronger relationships: parents' experiences of homeschooling children with special educational needs and disabilities (SEND)

AUTHOR(S)
Shannon Ludgate; Clair Mears; Carolyn Blackburn

Published: September 2021 Journal: Jorsen

During the current global pandemic, parents and carers in England and across the UK have been asked by the Government to ‘home school’ their child/ren, and a plethora of resources have been produced and made available to assist with this. The perceived detrimental effects of being absent from school have been a driver for the Government in ensuring that schools remain open for as long as possible, and the current pandemic situation is replete with narratives of ‘loss’. Little attention has been paid to any potential benefits for children and families of homeschooling or the opportunities it provides. This paper reports on a small-scale online survey that explored the experiences of parents’ homeschooling their child/ren with SEND during a global pandemic in England.

Journal article

Parental involvement in homework of children with learning disabilities during distance learning: relations with fear of COVID-19 and resilience

AUTHOR(S)
Thanos Touloupis

Published: September 2021 Journal: Psychology in the Schools

The present study investigated parental involvement in the homework of children with learning disabilities, during distance learning due to the coronavirus disease 2019 (COVID-19) pandemic. Also, the role of parents' fear of COVID-19 and resilience in their involvement in homework was examined. The study involved 271 parents (140 mothers and 131 fathers) of children with learning disabilities, who studied in the fifth and sixth grade from4 schools of Thessaloniki (Greece). Parents completed a set of self-reported questionnaires, which included a scale on parental involvement in homework, a scale on fear of COVID-19, and a scale on resilience.

Cite this research | Open access | No. of pages: 16 | Language: English | Topics: Education, Mental Health | Tags: COVID-19 response, e-learning, lockdown, mental health services, mental stress, mentally disabled children, psychological distress, remote learning, school attendance, special education | Countries: Greece

Journal article

Changes in US parents’ domestic labor during the early days of the COVID-19 pandemic

AUTHOR(S)
Daniel L. Carlson; Richard J. Petts; Joanna R. Pepin

Published: September 2021 Journal: Sociological Inquiry

Stay-at-home orders and the removal of care and domestic supports during the early days of the COVID-19 pandemic substantially disrupted US parents’ work and family lives. Although much is known about changes in US parents’ paid labor arrangements, the evidence regarding changes in unpaid domestic labor has been largely anecdotal. This study uses novel data from 1,025 US parents in different-sex partnerships to provide a descriptive overview of changes in mothers’ and fathers’ participation in, and division of, housework and childcare from March 2020 to the early days of the pandemic (late April 2020).

Cite this research | Open access | No. of pages: 28 | Language: English | Topics: Education, Social Protection, Well-being and Equity | Tags: child education, COVID-19 response, domestic work, e-learning, gender equality, gender roles, lockdown, remote learning, school attendance, social distance, social inequality | Countries: United States

Journal article

Parental involvement in remote learning during the COVID-19 pandemic—Dominant approaches and their diverse implications

AUTHOR(S)
Tomasz Knopik; Anna Błaszczak; Renata Maksymiuk (et al.)

Published: September 2021 Journal: European Journal of Education

The aim of the study on which this article reports was to identify parents' approaches to their children's remote education during the COVID-19 pandemic in April and May 2020. Additionally, this investigation sought to determine the role of parent perceptions of the barriers and benefits of remote education. The research draws on a survey of 421 parents of primary school students, in which a 66-item questionnaire (4 subscales) was used. Analysis revealed three main clusters that represent approaches adopted by parents: (1) the committed teacher approach, (2) the autonomy-supporting coach, and (3) the committed teacher and intervener. The parents in cluster 3 emphasised perceived barriers to remote learning more than parents in clusters 1 and 2. Regarding perceptions of the benefits, statistically significant differences were found in perceptions of child development facilitated by remote education (the parents in cluster 2 rated it most positively). The results can be used to support parents and schools in the provision of optimal remote learning.

Journal article

Impact of COVID-19 pandemic lockdown on mental well-being of Norwegian adolescents during the first wave—socioeconomic position and gender differences

AUTHOR(S)
Arnhild Myhr; Linn Renée Naper; Indira Samarawickrema (et al.)

Published: September 2021 Journal: Frontiers in Public Health

The lockdowns associated with the COVID-19 pandemic has been called a crisis in mental health, and adolescents may have been among the most affected. Comparing the first period of societal lockdown in spring 2020 to periods going back to 2014 using a rich cross-sectional dataset based on repeated surveys, we explore the potential changes in self-reported mental well-being across sociodemographic groups among Norway's adolescents. Norway closed schools and implemented strict restrictions in March 2020; an electronic questionnaire survey was distributed to lower secondary school students in Trøndelag county (N = 2,443) in May 2020. Results were compared with similar surveys conducted annually in the same county dating back to 2014. Logistic regression models were applied to investigate potential changes in depressive symptoms, loneliness, and quality of life and life satisfaction, and to detect possible differences in the impact of lockdown between the genders and socioeconomic groups.

Cite this research | Open access | No. of pages: 12 | Language: English | Topics: Education, Mental Health | Tags: adolescent psychology, adolescent well-being, COVID-19 response, lockdown, mental health services, mental stress, psychological distress, school attendance, social distance | Countries: Norway

Journal article

Recommendations for the urgent need to vaccinate school-aged and adolescent children against COVID-19 in the Asia–Pacific region

AUTHOR(S)
Jun Kobayashi; Rie Takeuchi; Fumiko Shibuya (et al.)

Published: September 2021 Journal: Tropical Medicine and Health

This study recommends urgent expansion of a vaccination program for adolescents and school-age children against SARS-CoV-2 infection in the Western Pacific region. Since July 2021, SARS-CoV-2 infections in children have increased rapidly in this region. As infection rates rise due to the SARS-CoV-2 B.1.617.2 (Delta) variant, current preventive strategies such as mask wearing and social distancing have controlled its spread effectively. Prolonged school closure is currently being promoted to suppress virus spread among children. However, the negative impact of prolonged school closure is significant. Although vaccination of children under 12 is still controversial, preparations must be made now for their vaccination.

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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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