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Children and COVID-19 Research Library

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

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The effect of educational intervention based on the self-efficacy theory of high school students in adopting preventive behaviors of COVID-19

AUTHOR(S)
Zahra Rezaie; Vahid Kohpeima Jahromi; Vahid Rahmanian (et al.)

Published: January 2023   Journal: Journal of Education and Health Promotion
The COVID-19 pandemic has become a major problem for education systems. This study was conducted to investigate the effect of educational intervention based on the self-efficacy theory of high-school students in adopting preventive behaviors of COVID-19. This quasi-experimental study was performed on Hazrat Zahra and Shahed high-school students in Jahrom (southern Iran) in 2021. In total, 160 students (80 each in the intervention group and the control group) were selected by multistage random sampling. Data collection tools included a demographic information questionnaire and self-efficacy in adopting preventive behaviors from COVID-19 researcher-made questionnaire. Questionnaires were completed by all participants before and 3 months after the educational intervention. The educational intervention was performed for 6 weeks by using an educational program based on Bandura self-efficacy theory. The intervention was performed during 12 sessions of face-to-face training in the classroom (two 1-h sessions per week), distributing educational packages and sending educational videos through cyberspace. Data were analyzed using Chi-square test, independent t test, paired t test, and linear regression.
Parental decision-making on summer program enrollment: a mixed methods Covid-19 impact study

AUTHOR(S)
Roddrick Dugger; Layton Reesor-Oyer; Michael W. Beets (et al.)

Published: January 2023   Journal: Evaluation and Program Planning

The closure of childcare organizations (e.g. schools, childcare centers, afterschool programs, summer camps) during the Covid-19 pandemic impacted the health and wellbeing of families. Despite their reopening, parents may be reluctant to enroll their children in summer programming. Knowledge of the beliefs that underlie parental concerns will inform best practices for organizations that serve children. Parents (n = 17) participated in qualitative interviews (October 2020) to discuss Covid-19 risk perceptions and summer program enrollment intentions. Based on interview responses to perceived Covid-19 risk, two groups emerged for analysis- “Elevated Risk (ER)” and “Conditional Risk (CR)”. Themes were identified utilizing independent coding and constant-comparison analysis. Follow-up interviews (n = 12) in the Spring of 2021 evaluated the impact of vaccine availability on parent risk perceptions. Additionally, parents (n = 17) completed the Covid-19 Impact survey to assess perceived exposure (Range: 0–25) and household impact (Range: 2–60) of the pandemic. Scores were summed and averaged for the sample and by risk classification group.

Impact of COVID-19 pandemic on educational, psychosocial and behavioral aspects of children: a cross sectional survey

AUTHOR(S)
Ramya Pandi; Aradhya Korapati; Kanta Kumari (et al.)

Published: January 2023   Journal: International Journal of Contemporary Pediatrics

The outbreak of COVID-19 appeared first in China and then, rapidly, spread to the rest of the world, and WHO declared it as a pandemic.A nation-wide closure of educational institutions was implemented as an emergency measure in India in March 2020. Meanwhile the traditional classroom instructions were replaced by online classes and home-based learning. Pandemic stressors such as boredom, being in isolation, one of the family members hospitalized/ succumbed to covid, etc, may have even more negative impact on children’s behaviour and emotions. Objectives were to study the impact of covid 19 pandemic on psychosocial, educational and behavioral aspects of children. The current study was a questionnaire based cross-sectional survey conducted among the parents attending paediatric OPD in NRI general and superspeciality hospital, Mangalagiri, between September 2021 to December 2021 over a period of 70 day along with their children of age group between 3 years to 18 years with an aim to explore various psychosocial, educational and behavioral aspects of children and their correlation.

Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid

AUTHOR(S)
Jacqueline Baxter; Alan Floyd; Katharine Jewitt

Published: December 2022   Journal: British Educational Research Journal
Following lockdowns in 2020 owing to Covid-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic.
A qualitative study about how families coped with managing their well-being, children's physical activity and education during the COVID-19 school closures in England

AUTHOR(S)
Lisa Woodland; Ava Hodson; Rebecca K. Webster (et al.)

Published: December 2022   Journal: Plos One
In 2020, schools in England closed for six months due to COVID-19, resulting in children being home-schooled. There is limited understanding about the impacts of this on children’s mental and physical health and their education. Therefore, This study explored how families coped with managing these issues during the school closures. 30 qualitative interviews with parents of children aged 18 years and under (who would usually be in school) were conducted between 16 and 21 April 2020. Three themes and eight sub-themes that impacted how families coped whilst schools were closed were identified.
Visualizing mental health through the lens of Pittsburgh youth: a collaborative filmmaking study during COVID-19

AUTHOR(S)
Sara E. Baumann; Brayden N. Kameg; Jessica G. Burke (et al.)

Published: December 2022   Journal: Health Promotion Practice
Youth mental health has been significantly impacted by COVID-19, with concerns of rising anxiety-related and depressive symptoms and reduced quality of life. This study provides a nuanced understanding of mental health stressors and supports in the lives of youth during the pandemic. Using Collaborative Filmmaking, an embodied, visual, and participatory research method, participants in Pittsburgh, Pennsylvania, were trained to create, analyze, and screen films about mental health. The films elucidated numerous stressors impacting youth mental health, including educational stressors (e.g., academic pressure and relationships with teachers), personal and social stressors (e.g., social and cultural expectations), and current events (e.g., the election and the political system). Supports included individual level supports (e.g., hobbies, self-care, spending time outdoors), and interpersonal level supports (e.g., family and socializing). Several themes were discussed as both stressors and supports, such as family, COVID-19, and social media.
A critical review on integration of virtual labs to enhance access to stem education for girls during and post Covid-19

AUTHOR(S)
Amos Omamo; Sarah Wandili; Stephen Mutua (et al.)

Published: December 2022   Journal: African Journal of Science, Technology and Social Sciences,
Practical activities are extremely important in teaching sciences as they aid the students in comprehending scientific concepts through participatory learning. However, most Kenyan public schools lack well equipped laboratories. Additionally, the diminishing resources resulting from post-COVID effects offer no beam of hope. Disruption from COVID also poses critical challenges of handling physical devices in times of such pandemics. To address this, the Integration of Virtual Labs to Enhance STEM Education for Girls (IVLESTEG) project was conceptualized to enhance girl’s access to Science, Technology, Engineering and Mathematic (STEM) subjects in Kenyan secondary schools. The aim of this research study was to critically appraise the current technology models in relation  to girls’ access to STEM education with the overall objective of exploring the potential of e-learning in promoting participation of female students in STEM subjects in Kenya.
Screen exposure time and computer vision syndrome in school-age children during COVID-19 era: a cross-sectional study

AUTHOR(S)
Nandita Chaturvedi; Pooja Singh; Malobika Bhattacharya

Published: December 2022   Journal: Journal of Clinical Ophthalmology and Research
With the advent of COVID-19 era, teaching activities have migrated from offline to online platform. This study aimed to assess whether the increased exposure to visual display terminal (VDT) devices is affecting the health of school-age children with regard to computer vision syndrome (CVS). This cross-sectional study was carried out by means of an online questionnaire. Participants were students ranging from Class 1 to Class 12. Questions were posed to participants pertaining to screen exposure time, physical activity levels, dry eye symptoms, and asthenopia symptoms. The dry eye part was adapted from the 5 Item Dry Eye Questionnaire (DEQ5 questionnaire), and the asthenopia part was adapted from the questionnaire developed by Ames et al. A total of 554 students were included in the study. The data received were statistically analyzed.
Experiences of parents and teachers with virtual classrooms during the COVID-19 restrictions: a study focusing on inclusive education in Malaysia

AUTHOR(S)
Chu Yun Phua; Kah Heng Chua; Way Kiat Bong

Published: December 2022   Journal: Education Sciences
The COVID-19 pandemic has resulted in emergency remote teaching in many countries. In Malaysia, not all households were prepared for remote teaching. This has caused some groups of students to be left out. Therefore, in this study we aim to investigate the experiences of parents and teachers concerning inclusiveness of the education delivered via virtual classrooms during the pandemic time in Malaysia. Questionnaires were distributed online to gather feedback from parents, teachers and anyone having both roles. 379 respondents completed the questionnaire.
The category is "Pandemic queer": reading, connecting, and reimagining literacy with LGBTQ+ youth in the age of COVID-19

AUTHOR(S)
Shea Wesley Martin; Henry “Cody” Miller

Published: December 2022   Journal: Radical Teacher
The COVID-19 pandemic, coupled with the ensuing lockdown and political turmoil, ruptured many young people’s experiences and well-being, particularly students who face additional marginalization due to systemic oppression. A national survey conducted by the Trevor Project (2021) found that nearly 70% of LGBTQ youth noted that their health was “poor” most or all of the time during the COVID-19 pandemic. Factors contributing to this deterioration include LGBTQ youth being isolated from the supportive communities formed at school, lacking access to social services provided by schools, and being quarantined with family members who were unsupportive (Cohen, 2021; Valencia, 2020). These fissures in support and resource structures curtailed potentially affirming and integral education, social, and emotional experiences, particularly for LGBTQ youth who thrived in traditional schooling settings. However, it is also important to note that even prior to the COVID-19 pandemic, many schools were not idealized institutions for LGBTQ youth. K-12 schools, situated in the broader socio-political landscape of the United States, are bastions of homo-, trans-, and queerphobia (Mayo, 2014). Still, many LGBTQ young people employed resilience and ingenuity to create affirming and loving social circles, which were thus interrupted by restrictions, trauma, and isolation during the pandemic. This article details how  a community of readers who worked to analyze young adult literature was structured through intersectional and anti-oppressive lenses.
Play and learn: children's agency through the COVID-19 pandemic in Mozambique

AUTHOR(S)
Marina Di Napoli Pastore; Francesca Salvi

Published: December 2022   Journal: Children & Society
Social distancing, one of the measures adopted in the context of the COVID-19 pandemic, profoundly impacted on the lives of children. The consequences were, however, not homogenous. By focusing on the daily practices of 41 Mozambican children aged 3–10, this study considers how differences in socioeconomic backgrounds led children to respond to the social restrictions in ways that made sense to them. Inspired by Abebe (2019), it identifies how the interruptions of daily routines enabled specific instances of agency on children's part.
Learning from home: widening rural-urban educational inequality and high school students' self-control in China during the COVID-19 pandemic and school closure

AUTHOR(S)
Gaoming Ma; Jiayu Zhang; Liu Hong

Published: December 2022   Journal: Youth & Society
Worldwide school closures and remote learning have been implemented during the COVID-19 pandemic. These measures’ impact on young populations’ academic achievements is unclear. This study (N = 1,736, ages 14–20 years, 53% female, and Chinese) analyzed academic examination scores for students at a high school in Eastern China between January and July 2020. Results showed that overall, students’ academic achievements appeared to be negatively affected amid a school closure. More importantly, students’ self-control was introduced as a moderating factor that partially accounted for this difference in the context of remote learning at home. These findings extended our understanding of school closures’ unequal impact on young populations.
Analysis of drawings on representations of COVID-19 among senior high school students: case of the Dakhla-Oued Eddahab region, Morocco

AUTHOR(S)
Lhoussaine Maskour; Bouchta El Batri; Sidi Mohamed Oubit (et al.)

Published: December 2022   Journal: Education Sciences
Since the coronavirus COVID-19 was identified as an international public health emergency in 2020, many studies on the perceptions of students in higher education have been published concerning it. Although young students’ perceptions also influence decision making and actions, their perceptions of COVID-19 have, so far, been little studied. Therefore, to increase knowledge about their understanding of COVID-19, a cross-sectional and descriptive study was conducted as a drawing survey in two schools in the Dakhla-Oued Eddahab region, Morocco. The participants were 94 high school students (aged 14–19). The drawings were analyzed by inductive and deductive content analysis. The findings show that the majority of the students knew the archetypal representation of COVID-19. They had a good grasp of the COVID-19, how it spreads, and how to stop it from spreading. Some students were aware of the potential dangers associated with COVID-19. Admittedly, misrepresentations related to fear and unfamiliarity with COVID-19 lead to mental health issues that undermine the key factors in students’ academic success. Younger children’s representations were dominated by magical thinking that reduces COVID-19 to preventive measures.
Cite this research | Open access | Vol.: 12 | Issue: 12 | No. of pages: 21 | Language: English | Topics: Education, Health | Tags: child education, COVID-19 response, information, lockdown, secondary schools, social distance | Countries: Morocco
Children's engineering identity development within an at-home engineering program during COVID-19

AUTHOR(S)
Amber Simpson; Peter N. Knox

Published: December 2022   Journal: Journal of Pre-College Engineering Education Research
The culture of engineering and the culture of formal learning environments often make it difficult for individuals to develop an engineering identity. Conversely, recent research points to the home environment as an alternative setting to support disciplinespecific identity development of children, while less is known regarding the identity development of children as engineers. Therefore, the purpose of this study was to explore the development of children’s engineering identity through the co-creation of engineering concepts and engagement with engineering design thinking and processes with family members in home environments during the COVID-19 pandemic.
Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic

AUTHOR(S)
Joana Cruz; Maria Mackaaij; Helena Bilimória (et al.)

Published: December 2022   Journal: Written Language & Literacy
To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and individual barriers to promote family literacy and emergent literacy. The present study aimed to provide insight on the relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mothers) and one preschool child per parent. Results showed evidence of a higher frequency of training and teaching activities than family literacy playful activities. There were statistically significant differences in emergent skills, according to the frequency of family playful activities and family training and teaching activities.
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