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Children and COVID-19 Research Library

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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

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

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

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

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.

Journal article

Effects of COVID-19-related school closures on student achievement: a systematic review

AUTHOR(S)
Svenja Hammerstein; Christoph König; Thomas Dreisörner (et al.)

Published: September 2021 Journal: Frontiers in Psychology

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.

Journal article

Brief report: A cross-sectional study of anxiety levels and concerns of Chinese families of children with special educational needs and disabilities post-first-wave of COVID-19

AUTHOR(S)
Xueyun Su; Ru Ying Cai; Mirko Uljarević (et al.)

Published: September 2021 Journal: Frontiers in Psychiatry

The COVID-19 pandemic has a multifaceted impact on mental health due to ill health, restrictions and lockdowns, and loss of employment and institutional support. COVID-19 may disproportionally impact families with special educational needs and disabilities (SEND) due to the already higher prevalence of mental health conditions in children with SEND and their parents. Therefore, it is essential to determine the short-term impact of the pandemic on the mental health of families with SEND in order to identify their ongoing health support needs. The current study aims to examine the anxiety level and concerns of children with SEND and their parents living in China. The sample consisted of 271 parents of children with SEND aged between 6 and 17 years (Mage = 8.37; SDage = 2.76). Parents completed an online survey between 10 April to 8 June 2020. Both child and parental anxiety levels and various concerns increased after the initial wave of COVID-19 when compared with retrospective pre-COVID-19 levels. Parental anxiety and concern levels were significantly higher for those living in rural areas compared to urban areas. In addition, parental and child anxiety and concern levels were significantly correlated with each other. Parental anxiety at the lowest level made a unique and significant statistical contribution to children's anxiety levels. The implications of the study findings are discussed.

Cite this research | Open access | No. of pages: 9 | Language: English | Topics: Education, Mental Health | Tags: child education, child mental health, COVID-19 response, lockdown, maternal and child health, mental health services, mental stress, psychological distress, remote learning, school attendance, social distance, special education | Countries: China

Journal article

Learning through digital stories for safe school environment

AUTHOR(S)
Sahin Akdag; Zehra Altinay

Published: September 2021 Journal: Frontiers in Psychology

This study aimed to evaluate the impact of digital stories in the learning-based themes of safe schools and to examine the perceptions of special educational needs in safe school environments. Training were carried out with informative videos created through the Distance Education and Information Technology Center (UZEBIM) for principals and teachers-in-charge, and the effectiveness of this process was evaluated through reflective opinion forms. In addition to this, an evaluation form was presented to the prospective special education teachers to obtain their opinions and evaluate the effectiveness of digital stories at safe schools. A total of 100 prospective teachers participated in the evaluation of the impact of digital stories on their learning about safe school environments.

Cite this research | No. of pages: 7 | Language: English | Topics: Education | Tags: child education, COVID-19 response, educational programmes, lockdown, social distance, special education

Journal article

Goal content and attitudes toward physical activity among primary school students during COVID-19 conditional movement control order

AUTHOR(S)
Siong Chin Ngien; John Jeswenny Fresshila

Published: September 2021 Journal: Asian Journal of Sport and Exercise Psychology

This study examined primary school students’ goal content and attitudes toward physical activity during COVID-19 Conditional Movement Control Order . The participants were 312 students comprising 149 males and 163 females aged 11 and 12 years old from 3 primary schools in Sarawak, Malaysia. Participants were administered the Malay version of the Goal Content for Exercise Questionnaire Malay version (GCEQ; Chai et al., 2019) and Malay version of the Attitudes toward Physical Activity Scale (M-APAS; Jeswenny, 2019).

Journal article

COVID-19 pandemic and the second lockdown: the 3rd wave of the disease through the voice of youth

AUTHOR(S)
Cátia Branquinho; Anabela Caetano Santos; Catarina Noronha (et al.)

Published: September 2021 Journal: Child Indicators Research

Around the beginning of the 2021 new year, Europe’s COVID-19 third wave led many leaders to implement a new lockdown period, with the teaching–learning system returning to the online method once more. The present study aimed to understand the health consequences for adolescents and young adults (AYA) during the third wave’s lockdown. This mixed-method study included 592 participants between 16 and 24 years old (M = 19.01, SD = 2.32), with the majority being female (70.9%) and students (82.3%) at high school (55.1%) or university (44.9%). Negative impacts are highlighted in the categories: relationships, physical activity (as well aseno impacts), screen time and academic stress; and no impactsin health and well-being, leisure activities, sleep, diet, academic performance and relationships with teachers and peers. Overall, when compared to the opposite gender, girls report more negative impacts on leisure activities and diet, although more positive impacts on diet, as well as on academic stress; boys stand out in the negative consequences on substance use. At the academic level, students in higher education show more negative impacts on relationships, leisure activities, sleep, diet, screen time and relationships with teachers and peers. Enlightened about the impacts of the second lockdown on their lives, and showing signs of “pandemic fatigue”, this study draws attention to the need to associate psychological support measures with those implemented to contain the COVID-19 pandemic.

Cite this research | Open access | No. of pages: 18 | Language: English | Topics: Education, Health, Mental Health | Tags: adolescent psychology, child education, child mental health, COVID-19 response, lockdown, multi-country, remote learning, school attendance, social distance

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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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