Children and COVID-19 Research Library

This report explores how social network analysis (SNA) could shed light on educational shifts, such as the switch to distance learning during the COVID-19 pandemic, and presents findings from pilot SNA studies of distance education for refugees in Jordan and Uganda. SNA measures how actors are connected within a network. It illuminates how the structure of or an actor’s positionality within a network affects social outcomes (Folke, 2006; Light & Moody, 2020), in this case the provision of distance education for refugees. Traditionally, the provision of education has been viewed as the output of a static system governed by hierarchical relationships. However, it is increasingly understood as a complex and dynamic ecosystem in which influence, resources, and ideas enter at different points and travel along diverse pathways. The pilot studies conducted in Jordan and Uganda explored what facilitated and what inhibited distance education for refugees in the midst of the COVID-19 pandemic, with particular attention given to the network of relationships among distance education policy, content development and curation, teacher preparation, and delivery actors. Data was collected from individuals who worked for organizations that delivered, or supported the delivery of, distance education for refugees in Uganda and Jordan in 2021.

World Vision’s response to the COVID-19 pandemic was the organisation’s largest ever in terms of geographic reach.  Launched March 11, 2020 - the day the World Health Organization declared the pandemic - the response spanned more than 70 countries and reached more than 81 million people over its two-and-a-half-year lifespan. In order to find out how effective the response was and what lessons needed to be learned World Vision consulted with 5,700 community members, health workers and faith leaders in eight countries, as well as staff from more than 50 offices.  The lessons showed what we got right and where we needed change or improve. This report also provided insights into the critical role our partners played in working with World Vision to reduce the spread of the disease, support health systems and staff, stand with children caught in the middle of the crises and advocate to protect the most vulnerable among them.

The purpose of the present study is to review and update methodologies, tools, and instruments for measuring physical and psychological well-being among students in Bogotá, as part of the aim to strengthen comprehensive education in the city, especially in the post-pandemic period

The shock of the COVID-19 pandemic affected the human capital formation of children and youths. As a consequence of this disruption, the pandemic is likely to imply permanent lower levels of human capital. This paper provides new evidence on the impact of COVID-19 and school closures on education in Latin America by exploiting harmonized microdata from a large set of national household surveys carried out in 2020, during the pandemic. In addition, the paper uses microsimulations to assess the potential effect of changes in human capital due to the COVID-19 crisis on future income distributions. The findings show that the pandemic is likely to have significant long-run consequences in terms of incomes and poverty if strong compensatory measures are not taken soon.

This study aimed to investigate the effect of online learning and other environmental factors on myopia progression during the Coronavirus pandemic (COVID-19). A retrospective cohort study from 2018 to 2021. Data from children aged 6– 14 were gathered during three visits: pre-pandemic, at the beginning, and during the pandemic. Demographics (hours spent on screens for educational, recreational purposes, outdoors, and type of screen), best-corrected distance visual acuity (BCDVA), uncorrected distance visual acuity (UCDVA), and cycloplegic refraction were gathered.

Boredom is the phenomenon most adolescent students have been struggling with, especially during the pandemic; they were regularly mandated to stay in a new normal way. This research aimed to study the life experience of boredom towards online activities leading to dysfunctional behaviours of teens, to survey the preference for online learning methods of Thai adolescent students, and to create a virtual reality classroom for English writing classes. The first study, transcendental phenomenology, included ten teens between 13 and 18 years old selected by purposive sampling. In study, 285 Thai teens were recruited to answer the questionnaire, and the last phase included five experts to discuss the strategies for creating a VR classroom.

This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils’ and teachers’ perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observations, and activities resulting in a product, in distance teaching than in face-to-face lessons, although they rated them as the most useful. Pupils found experimentation and observation to be the most interesting and useful, followed by activities that result in a product (e.g., herbarium). Pupils generally preferred the present form of practical activities.

There is substantial evidence from the UK and other countries that entering the labour market during a recession leads to persistent negative effects on employment and earnings (von Wachter, 2020). Young people graduating from school or university during an economic downturn have a harder time finding employment, and those who do find work may be forced to take jobs that are less well-suited to their skills and the development of those skills. This can keep them on poorer career trajectories for years to come. This report presents the first evidence on how the cohorts of young people who entered the labour market during the pandemic have fared up to now.

This study aimed to describe the level of knowledge of undergraduate students in Jordan toward COVID-19 in children in respect of the clinical signs of the disease, modes of transmission, protection measures against the disease and satisfaction with governmental measures. A cross-section was utilized in this study. An online survey questionnaire was utilized in this research study. All undergraduate students in Jordan were able to take part. The size of the sample was 799. Knowledge toward COVID-19 among children was used to assess the participants' knowledge about COVID-19.

COVID-19 lockdown-imposed restrictions emerged as a risk to children’s well-being. However, the extant literature often ignored children’s experiences, emotions, struggles, hopes, and expectations. Based on a large sample of Italian students (N = 906; mean age = 9.4 years, 48.8% female), this study drews data from a post-lockdown school re-entry program where students completed narrative activities in 2020. These narratives underwent quantitative content analysis according to gender and school level.

During the COVID-19 pandemic, educational institutions around the world were forced to move from face-to-face lessons to distance learning. The application of distance learning fostered the use of new tools and applications that impacted the school system and produced several challenges to be addressed. This paper provides an analysis of distance learning tools that have been used during COVID-19 in Italian schools and the related emerging needs and challenges. A quantitative survey was carried out by using a standardized online questionnaire that involved 420 Italian teachers of different ages, gender, and teaching areas. This survey collected information about experiences, opportunities, and challenges of distance learning, used tools, and students’ inclusion and involvement. In addition, this work analyses emerging technologies and how they can be integrated into distance learning tools to overcome the identified challenges.

A key aspect of children’s moral and social understanding involves recognizing the value of helpful behaviors. COVID-19 has complicated this process; behaviors generally considered praiseworthy were considered problematic during the COVID-19 pandemic. The present study examined whether 6- to 12-year-olds (N = 228; residing in the United States) adapt their evaluations of helpful behavior in response to shifting norms. Specifically, we presented children with scenarios featuring helpful and unhelpful actions that involved physical interaction (e.g., hugging) or nonphysical interaction (e.g., recruiting a teacher); although all children were tested during the COVID-19 pandemic, stories portrayed individuals either before or during COVID-19.