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AUTHOR(S) Sam Ray-Chaudhur; Xiaowei Xu
AUTHOR(S) Veronica Bailie; Mark A. Linden
This paper aims to explore the experiences of children and young people (CYP) with attention deficit hyperactivity disorder during the COVID-19 pandemic and lock down restrictions. Semi-structured, online interviews were conducted with 17 children and young people from the UK, Northern Ireland, aged 10–14 years with ADHD. Over half the participants had a co-existing diagnosis, such as autism spectrum disorder. Interviews were recorded and transcribed verbatim before being subjected to thematic analysis.
AUTHOR(S) Carina Price; Stewart Morrison; Michael Haley (et al.)
AUTHOR(S) William P. Ball; Corri Black; Sharon Gordon (et al.)
One in eight children in the United Kingdom are estimated to have a mental health condition, and many do not receive support or treatment. The COVID-19 pandemic has negatively impacted mental health and disrupted the delivery of care. Prevalence of poor mental health is not evenly distributed across age groups, by sex or socioeconomic groups. Equity in access to mental health care is a policy priority but detailed socio-demographic trends are relatively under-researched. This study analysed records for all mental health prescriptions and referrals to specialist mental health outpatient care between the years of 2015 and 2021 for children aged 2 to 17 years in a single NHS Scotland health board region. It analysed trends in prescribing, referrals, and acceptance to out-patient treatment over time, and measured differences in treatment and service use rates by age, sex, and area deprivation.
AUTHOR(S) Melanie Palmer; Virginia Carter Leno; Victoria Hallett (et al.)
AUTHOR(S) Maria Laura Ruiu; Gabriele Ruiu; Massimo Ragnedda
AUTHOR(S) Charlotte L. Hall; Christopher Partlett; Althea Z. Valentine (et al.)
AUTHOR(S) Emyr Davies; Matia Vannoni; Sarah Steele
AUTHOR(S) Ruth Salway; Robert Walker; Kate Sansum (et al.)
Restrictions during the COVID-19 pandemic have led to increased screen-viewing among children, especially during strict periods of lockdown. However, the extent to which screen-viewing patterns in UK school children have changed post lockdowns is unclear. The aim of this paper is to examine how screen-viewing changed in 10–11-year-old children over the 2020–21 COVID-19 pandemic, how this compares to before the pandemic, and the influences on screen-viewing behaviour. This is a mixed methods study with 10–11-year-olds from 50 schools in the Greater Bristol area, UK. Cross-sectional questionnaire data on minutes of weekday and weekend television (TV) viewing and total leisure screen-viewing were collected pre-COVID-19 in 2017–18 (N = 1,296) and again post-lockdowns in 2021 (N = 393). Data were modelled using Poisson mixed models, adjusted for age, gender, household education and seasonality, with interactions by gender and household education. Qualitative data were drawn from six focus groups (47 children) and 21 one-to-one parent interviews that explored screen-viewing behaviour during the pandemic and analysed using the framework method.
AUTHOR(S) Aliya Khalid; Lavinia Kamphausen; Kate Spencer-Bennett
AUTHOR(S) Maria Laura Ruiu; Massimo Ragnedda; Felice Addeo (et al.)
AUTHOR(S) Amy Marie Webster
This article first explores three literary representations of young people who are immersed in books by focusing on Alice’s sister in Alice’s Adventures in Wonderland, Belle from Beauty and the Beast and Matilda. It argues that these characters create solitary reading experiences by being absorbed in books which provides escapism and company. It considers how representations of literary children immersed in books can provide a model of this type of reading behaviour for child readers, provided that these representations are sufficiently diverse. The article then focuses on primary literacy education in the United Kingdom and discusses how policy requirements can mean that children’s school reading experiences are often shared rather than solitary ones. It draws on a recent study of children’s reading habits (Topping, 2021) to highlight how children’s increased enjoyment in reading during the first lockdown of the Covid-19 pandemic can be partly attributed to them having more time to read alone, which enabled them to become immersed in a story and made them feel better about being isolated. The article concludes by arguing that children need to have more opportunities in school to be alone with books to allow for immersive reading experiences.
AUTHOR(S) Jacqueline Baxter; Alan Floyd; Katharine Jewitt
AUTHOR(S) Elizabeth J. Kirkham; C. F. Huggins; C. Fawns-Ritchie
AUTHOR(S) Lisa Woodland; Ava Hodson; Rebecca K. Webster (et al.)
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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