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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

Parental stress of children with autism spectrum disorder during the Coronavirus pandemic (COVID-19): experience from Serbia.

AUTHOR(S)
Aleksandra Djuric-Zdravkovic; Mirjana Japundza-Milisavljevic; Dijana Perovic (et al.)

Published: April 2022 Journal: Fortschritte der Neurologie · Psychiatrie

Taking care of children with autism spectrum disorder (ASD), as of children with other developmental disorders, is associated with greater parental stress. The aim of this study was to determine the prevalence and impact of integrative and co-morbid ASD-related symptoms on parental stress levels during the COVID-19 pandemic at four time points. Testing was performed during significant changes related to the state of the COVID-19 pandemic in Serbia.

Cite this research | Open access | Language: English | Topics: Mental Health | Tags: child development, child mental health, COVID-19 response, lockdown, mental stress, mentally disabled children, parent-child relationship, parents, psychological distress, social distance | Countries: Serbia And Montenegro

Journal article

Psychosocial and behavioral effects of the COVID-19 pandemic on children and adolescents with autism and their families: overview of the literature and initial data from a multinational online survey

AUTHOR(S)
Helene Kreys; Dana Schneider; Andrea Erika Kowallik (et al.)

Published: April 2022 Journal: Healthcare

Since COVID-19 has become a pandemic, everyday life has seen dramatic changes affecting individuals, families, and children with and without autism. Among other things, these changes entail more time at home, digital forms of communication, school closures, and reduced support and intervention. This study assesses the effects of the pandemic on quality of life for school-age autistic and neurotypical children and adolescents. First, it provides a comprehensive review of the current relevant literature. Next, it reports original data from a survey conducted in several countries, assessing activities, well-being, and social life in families with autism, and their changes over time. It focuses on differences between children with and without autism from within the same families, and on different outcomes for children with high- or low-functioning autism.

Journal article

Associations between social isolation and parenting stress during the first wave of COVID-19 in Italian children with special educational needs

AUTHOR(S)
Laura Zampini; Paola Zanchi; Paolo Riva (et al.)

Published: April 2022 Journal: International Journal of Developmental Disabilities

The parents of 413 children with typical development (TD) or special educational needs (SEN) filled in an online survey to investigate the associations between the restrictions introduced to face COVID-19 and parenting stress and parental disciplinary practices. The parents of children with SEN showed a significantly higher stress level than TD children's parents. However, they showed a lower inclination to overreact. In both groups, the parents who feel less supported, feel their needs threatened, and report having a child with more difficulties were more likely to exhibit parenting stress. Data on the associations between COVID-19 restrictions and the stress perceived by parents could help to focus the attention of the public health system on their parents' needs, leading to practices aimed to prevent parenting stress and burnout.

Cite this research | Open access | Language: English | Topics: Education, Mental Health | Tags: COVID-19 response, lockdown, mental health services, mental stress, mentally disabled children, parent-child relationship, psychological distress, social distance, special education | Countries: Italy

Journal article

Lessons from United States school district policies and approaches to special education during the COVID-19 pandemic

AUTHOR(S)
Melissa E. Mendoza; Timothy F. Brewer; Matthew S. Smith (et al.)

Published: April 2022 Journal: International Journal of Inclusive Education

The COVID-19 pandemic resulted in many school districts in countries around the world transitioning rapidly to partial or complete remote learning. These disruptions affected all children’s education, but students with disabilities (SWDs) were particularly at-risk because of the challenges of providing accessible support and services through remote teaching programmes. This study examines the experience of SWDs in 24 United States school districts of instructional and adaptation models between August 2020 and February 2021. Districts varied in their approaches to remote instruction, compensatory services and prioritising SWDs for returning to the classroom before other students. Districts also varied substantially in the information provided regarding Distance Learning Plans, changes to Individualised Education Programmes and related service delivery.

Cite this research | Open access | Language: English | Topics: Education | Tags: COVID-19 response, education of disabled children, educational policy, lockdown, mentally disabled children, remote learning, school attendance, social distance, special education | Countries: United States

Journal article

One school’s management of students with intellectual disabilities during the COVID-19 outbreak in Japan: a study based on interviews with teachers

AUTHOR(S)
Yusuke Kusumi; Mitsuaki Tominaga; Hironobu Nagasawa (et al.)

Published: April 2022 Journal: Journal of intellectual disabilities : JOID

This study aimed to elucidate how school employees caring for students with intellectual disabilities managed emergencies caused by the COVID-19 pandemic. It attended to decision-making by school managers as well as the engagement of local teachers in the outcome resolution process. A total of 10 teachers employed in different positions were purposefully selected from a school for students with intellectual disabilities in Osaka, Japan, and interviews were conducted with them via Zoom. The thematic analysis identified six significant premises: sensemaking, emergency responsive organization, high morale, planning through prioritization, risk management, and recovery from adverse incidents. The findings suggest distributed leadership functions to successfully sustain security in educational practices. Additionally, the empirical study consisting of interviews with staff in multiple positions reveals that all of the staff's proactive participation in decision-making and the communication process enabled the school to cope with the pandemic crisis as a united organization.

Journal article

Supporting children on the autism spectrum as they experience the challenges of COVID-19

AUTHOR(S)
Barbara Obst; Megan Roesler; Patricia Fato (et al.)

Published: April 2022 Journal: NASN school nurse

The response to the COVID-19 pandemic has amplified stress and social isolation for many children, but those children living with a diagnosis of autism spectrum disorder (ASD) have been disproportionately affected. Prior to the pandemic, children with ASD often faced social isolation due to struggles with their social communication and social development. Planning for children with ASD to return to community experiences, including school, appointments, and even recreational activities, will require an understanding of the impact of COVID-19 on the child and their family. As the child and family are working to adjust to changes like new routines, sleep patterns, and sensory issues as a result of the pandemic, the pediatric nursing community should be knowledgeable and prepared to develop creative opportunities to meet the needs of this vulnerable population.

Cite this research | Open access | Language: English | Topics: Mental Health | Tags: child mental health, COVID-19 response, lockdown, mental health services, mental stress, mentally disabled children, parents education, psychological distress, social distance

Journal article

Adapting parent-focused interventions for diverse caregivers of children with intellectual and developmental disabilities: Lessons learned during global crises

AUTHOR(S)
Sandra B. Vanegas; Ana D. Dueñas; Megan Kunze (et al.)

Published: April 2022 Journal: Journal of Policy and Practice in Intellectual Disabilities

Parent-focused interventions have been designed to provide training and support to caregivers who are essential in achieving positive outcomes for children with intellectual and developmental disabilities (IDD). In 2020, significant crises, including the COVID-19 pandemic and continued racial tensions, profoundly impacted the livelihood of children with IDD and their families. Many ongoing efforts to address disparities among this population were halted temporarily and required further adaptations. Researchers adapted interventions and support to address the disparities impacting children with IDD and their families with limited guidance. This study provides a descriptive case analysis of four parent-focused interventions that responded to the global crises to continue serving children with IDD and their families.

Cite this research | Open access | No. of pages: 13 | Language: English | Topics: Mental Health | Tags: COVID-19 response, educational development, lockdown, mental health services, mental stress, mentally disabled children, parent-child relationship, psychological distress, social distance | Countries: United States

Journal article

The impact of the COVID-19 school closures on families with children with disabilities: a qualitative analysis

AUTHOR(S)
Molly Lipkin; Franci Crepeau-Hobson

Published: April 2022 Journal: Psychology in the Schools

The unprecedented school closures in response to COVID-19 have been associated with a number of negative impacts on students and their families. In addition to these difficulties, parents of students with disabilities are faced with prepandemic stresses and challenges that may be exacerbated by the school closures. This qualitative study aimed to investigate the experiences and struggles of parents of children identified with a disability during the COVID-19 school closures. The 15 participants were parents of children with a range of disabilities, including Autism, Down Syndrome, ADHD, and learning disabilities.

Cite this research | Open access | No. of pages: 16 | Language: English | Topics: Education, Mental Health | Tags: child education, COVID-19 response, lockdown, mental stress, mentally disabled children, parent-child relationship, psychological distress, remote learning, school attendance, social distance

Journal article

A qualitative examination of the impact of the COVID-19 pandemic on children and adolescents with autism and their parents

AUTHOR(S)
Jenna Stadheim; Ashley Johns; Melissa Mitchell (et al.)

Published: April 2022 Journal: Research in Developmental Disabilities

The unprecedented challenges introduced by the Coronavirus disease 2019 (COVID-19) pandemic may be amplified for children with autism spectrum disorder (ASD) and their families. The current study aimed to describe the experiences of children with ASD and their families during the pandemic and to identify the needs of this community during emergency situations.

Cite this research | Open access | Vol.: 125 | No. of pages: 12 | Language: English | Topics: Mental Health | Tags: adolescent psychology, adolescent well-being, child mental health, COVID-19 response, family environment, lockdown, mental stress, mentally disabled children, parent-child relationship, psychological distress, social distance

Journal article

Tailoring remote special education for children with down syndrome during COVID-19 pandemic in the Philippines

AUTHOR(S)
Michael B. Cahapay

Published: April 2022 Journal: International Journal of Developmental Disabilities

Down syndrome is the most common form of intellectual disability. However, there is a paucity of educational research focused on this vulnerable segment of learners especially in the present novel situation. This paper aimed to explore how teachers tailor remote special education for children with down syndrome amid the COVID-19 pandemic in the Philippines. It draws from a phenomenological qualitative study that collected information from online interviews with nine special education teachers handling children with down syndrome.

Cite this research | Open access | Language: English | Topics: Education, Mental Health | Tags: child education, COVID-19 response, lockdown, mentally disabled children, remote learning, school attendance, social distance, special education

Evidence Synthesis and other Reviews

A pediatrician’s guide to working with children on the autism spectrum in COVID-19 and beyond: retrospect and prospect

AUTHOR(S)
Thusa Sabapathy; Megan Goss; Jessie Borelli (et al.)

Published: April 2022 Journal: Advances in Pediatrics

The COVID-19 pandemic is an unprecedented event with observable consequences and devastating effects on children and families. This global occurrence highlighted and broadened gaps and disparities in the care of children with developmental disabilities, while simultaneously catalyzing innovation. Initially not seen as direct victims of the disease, children are inherently vulnerable to the impacts of COVID-19, resulting in increased stress, anxiety, isolation, and health challenges. The impact is further amplified in autistic children and children with other neurodevelopmental considerations. These children are uniquely vulnerable due to communication impairments, comorbid medical disorders, poor adaptability and reliance on therapeutic interventions. Abrupt reduction in services and access to care during the pandemic led to compromised physical and mental health and missed opportunities for intervention at critical times which may have profound consequences further down the road. There are, however, bright spots in this story, as many autistic children demonstrated resilience in their abilities to adapt to these challenges. It is important to examine the effects that the pandemic triggered, address deficiencies and recognize new opportunities to improve systems of care to prepare for unforeseen futures. This review article outlines the impacts of the first year and a half of the pandemic on autistic children and provides tools for professionals, recognizing the ever- evolving nature of the situation.

Journal article

Mental health of children and adolescents with pre-existing psychiatric and developmental disorders during the first pandemic-related lockdown: a cross-sectional study in Greece

AUTHOR(S)
K. Magklara; I. Giannopoulou; K. Kotsis (et al.)

Published: April 2022 Journal: Psychiatry Research Communications

Since the onset of COVID-19 pandemic, concerns have been raised about the effects of the pandemic on youth with pre-existing mental health disorders. The present study aimed to explore change in emotional and behavioral symptoms (mood states) and daily behaviors during the lockdown in a clinical sample of children and adolescents in Greece. A cross-sectional survey, using the CoRonavIrus Health Impact Survey (CRISIS) Questionnaire, was completed by 738 parents of children and adolescents aged 2–18 years attending 12 outpatient child and adolescent mental health services (CAMHS) across four geographical regions in Greece.

Journal article

Parental factors that confer risk and resilience for remote learning outcomes during the COVID-19 pandemic among children with and without attention-deficit/hyperactivity disorder

AUTHOR(S)
Melanie R. Silverman; Jill Stadterman; Danny Lorenzi (et al.)

Published: March 2022 Journal: Journal of attention disorders

This study aims to test whether parental factors including internalizing symptoms, parenting style, and confidence in assisting with remote learning conferred risk/resilience for children with/without ADHD's learning and emotional outcomes during the COVID-19 pandemic. 291 parents of children (ages 6-13; n = 180 males) with (n = 148) and without ADHD completed questionnaires online (April-July 2020).

Cite this research | Open access | Language: English | Topics: Education, Mental Health | Tags: child education, child mental health, COVID-19 response, educational policy, lockdown, mentally disabled children, parent-child relationship, remote learning, school attendance, social distance

Journal article

Life under lockdown for children with autism spectrum disorder: insights from families in South Africa

AUTHOR(S)
Skye Nandi Adams; Jaishika Seedat; Joanne Neille

Published: March 2022 Journal: Child

Children with Autism Spectrum Disorder (ASD) remain vulnerable during the Covid-19 outbreak due to significant changes to their daily routines, social interactions and diets. In addition, these challenges may be exacerbated for children living in low- and middle-income countries (LMIC) such as South Africa where there are already barriers such as poverty, access to resources and availability of support. Understanding the impact of the Covid-19 outbreak on children with ASD is imperative in order to create awareness as well as provide equitable services and support to both children with ASD and their families. This study aimed to explore family-reported changes for children with ASD and their reactions and responses to the Covid-19 restrictions in South Africa.

Cite this research | Open access | No. of pages: 9 | Language: English | Topics: Mental Health | Tags: COVID-19 response, family environment, lockdown, mental health services, mental stress, mentally disabled children, parent-child relationship, psychological distress, social distance | Countries: South Africa

Journal article

Key learnings from COVID-19 to sustain quality of life for families of individuals with IDD

AUTHOR(S)
Rachael Wanjagua; Stevie-Jae Hepburn; Rhonda Faragher (et al.)

Published: March 2022 Journal: Journal of Policy and Practice in Intellectual Disabilities

COVID-19 has very publicly had profound impacts on the health system of every country in the world. Over 4.5 million people have lost their lives. School closures worldwide where up to 1.6 billion of the world’s children have been out of school, are also prominent in world news. Behind these public impacts are the families. This paper focuses on the experiences of families with people with intellectual and developmental disabilities (IDD) through analysis of two data sets: the emerging research literature and contributions from our author team who have lived experience of intellectual and developmental disability in the context of COVID-19.

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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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