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Children and COVID-19 Research Library

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

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1 - 15 of 550
Parents' perspectives toward school reopening during COVID-19 pandemic in Indonesia: a national survey

AUTHOR(S)
Antonius Hocky Pudjiadi; Nina Dwi Putri; Hikari Ambara Sjakti (et al.)

Published: April 2022   Journal: Frontiers in Public Health

All sectors are affected due to COVID-19 pandemic occurring worldwide, including the education industry. School closure had been taking place for more than a year in Indonesia. Despite the controversies, Indonesian government had decided to begin school reopening. This study aims to assess parental readiness for school reopening, and factors affecting parental attitude toward school reopening. A cross-sectional study using online questionnaire distributed via official Indonesian Pediatric Society (IPS) official social media account collected between March and April 2021. The questionnaire contained the general characteristics of study participants, parents' knowledge, and perspectives on COVID-19, and health protocols for school reopening.

Child wellbeing during COVID-19: a cross-sectional study from Pakistan

AUTHOR(S)
Fatima Shafiq; Shelina Bhamani; Komal Abdul Rahim (et al.)

Published: April 2022   Journal: The Pakistan Journal of Medicine and Dentistry

The closure of schools because of the physical restrictions applied by the government has only amplified the hardships on children, parents, and teachers alike. Thus, this study aimed to assess parents’ perception of the impact of COVID on their young children. A cross-sectional survey was taken from the parents(n=128) parents of children ages 3-8 years, using a self-reported questionnaire. A tailored-made questionnaire google link was sent to the parents registered for the webinar.  The link had all the details pertinent to the ethical considerations for the use of data. SPSS was used andp˂0.05 was considered statistically significant.

Parental obstacles during distance learning mathematics in Indonesia: a phenomenology study

AUTHOR(S)
Muhamad Galang Isnawan; Didi Suryadi; Turmudi Turmudi (et al.)

Published: April 2022   Journal: European Journal of Educational Research
The Coronavirus disease (COVID-19) pandemic has caused an inevitable shift from face-to-face to distance learning, a phenomenon known as panic-gogy. Parents are the main students’ companions while studying at home. Although various studies show the constraints in this condition, few employ phenomenology that accurately describes people’s experience regarding a situation. Therefore, this study aimed to describe parents’ experience during distance learning mathematics using a phenomenology approach. The participants comprised 71 35-50-year-old parents of junior high school students. A Google form with open-ended questions was used as the main instrument in data collection. Data were analyzed using NVivo-12-assisted thematic analysis in coding, while source triangulation was used to strengthen the data trustworthiness.
Exploring teacher–parent relationships in times of Covid-19: teachers’ expectations and parental home-schooling strategies in a Flemish context

AUTHOR(S)
Marloes Hagenaars; Peter A. J. Stevens; Piet van Avermaet (et al.)

Published: April 2022   Journal: Teachers and Teaching
Previous research shows that the lockdown of schools due to the Covid-19 pandemic increased the already existing inequalities in education but little is known about the processes underlying these outcomes. In this study we used Bourdieu’s theories to explore how interactions between teachers’ expectations of parents and parents’ availability of cultural, social and economic capital could potentially influence educational inequalities in the context of distance education. The analysis is based on 24 qualitative interviews with parents from different social backgrounds, teachers and school coordinators, sampled from an inner-city primary school in Flanders (Belgium).
The growing digital divide in education among primary and secondary children during the COVID-19 pandemic: an overview of social exclusion and education equality issues

AUTHOR(S)
Ali Cheshmehzangi; Tong Zou; Zhaohui Su (et al.)

Published: April 2022   Journal: Journal of Human Behavior in the Social Environment
The growing digital divide issues due to the COVID-19 pandemic are critical to widening disparities and inequalities. Yet, only a few studies have explored the impacts of the digital divide on the education sector. In particular, there is a research gap related to younger students of primary and secondary schools. This study addresses this research gap by providing an overview of the digital divide’s impacts on social exclusion and education equality issues. In doing so, the study argues the effects of COVID-19 on the growing digital divide. Such influence is then studied based on the increasing education inequalities due to the digital divide and the eventual social exclusion increase among primary and secondary school children. The study explores the nexus between social exclusion and the digital divide before reflecting on EI as a type of social exclusion.
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.
Will teachers continue to teach online post-COVID-19?

AUTHOR(S)
Jaskiran Arora; Gurjeet Kaur Sahi; Nicholas Yates

Published: April 2022   Journal: Behaviour & Information Technology
Numerous studies have captured the experiences of teachers teaching online, but the current ‘emergency’ to teach online is unprecedented and has been challenging. Grounded in the theory of cognitive dissonance, this paper attempts to recapitulate the experiences of university teachers and analyses whether they have developed the consonant cognitions to teach online during the pandemic period or would they prefer switching back to ‘normal’ teaching as soon as the circumstances permit. Technology-enabled teaching has been found to be complex as it mandates teaching in a computerised setting and lacks an element of social interaction, which is at the heart of face-to-face teaching. Using Structural Equation Modelling, this study presents the determining factors that motivate teachers to embrace technology-driven teaching more convincingly.
China survey report on the online learning status of high schools during the COVID-19 pandemic

AUTHOR(S)
Congbin Guo; Zhuzhu Xu; Chenchen Fang (et al.)

Published: April 2022   Journal: ECNU Review of Education

This study examined the results of a large-scale national survey of online secondary education in China. The online survey of 33,194 high school students and 5,667 teachers provides comprehensive and representative data regarding the quality of online education and its implementation during the pandemic. Questionnaire surveys of different grades and comparative analysis of different cohorts reflect the group heterogeneity of the online learning effect.

Effects of remote education during the COVID-19 pandemic on young children's learning and academic behavior in Georgia: perceptions of parents and school administrators

AUTHOR(S)
Jill V. Klosky; Julie A. Gazmararian; Olivia Casimir (et al.)

Published: April 2022   Journal: Journal of School Health

In Spring 2020, Georgia public schools implemented remote learning to manage the spread of COVID-19. This study explores the effects of remote schooling on the learning of young children in Georgia during the early COVID-19 pandemic from the perspectives of school administrators and essential working parents. A qualitative exploratory study was conducted with eight school administrators and 26 essential working parents of children in kindergarten through third grades of two rural and two urban schools in Georgia. Data collection included online surveys, virtual interviews and focus groups. Descriptive analyses of the demographics provided context to emerging themes from qualitative data.

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.
Child development and distance learning in the age of COVID-19

AUTHOR(S)
Hugues Champeaux; Lucia Mangiavacchi; Francesca Marchetta (et al.)

Published: April 2022   Journal: Review of Economics of the Household
School closures, forcibly brought about by the COVID-19 crisis in many countries, have impacted children’s lives and their learning processes. The heterogeneous implementation of distance learning solutions is likely to bring a substantial increase in education inequality, with long term consequences. The present study uses data from a survey collected during Spring 2020 lockdown in France and Italy to analyze parents’ evaluations of their children’s home schooling process and emotional well-being at time of school closure, and the role played by different distance learning methods in shaping these perceptions.
Early childhood education during the COVID-19 outbreak: the perceived changing roles of preschool administrators, teachers, and parents

AUTHOR(S)
Süleyman Yildiz; Gulenay Nagihan Kilic; Ibrahim H. Acar (et al.)

Published: April 2022   Journal: Early Childhood Education Journal
Stakeholders (teachers, preschool administrators, and parents) in early childhood education have struggled due to the COVID-19 outbreak. The present study explores the experiences and perceptions reflecting the perceived changes in the roles of stakeholders in early childhood education as a result of the COVID-19 pandemic in Turkey. A criterion sample of two administrators, nine teachers, and seven parents in early childhood education institutions was interviewed.
Successful school interventions for students with disability during Covid-19: empirical evidence from Australia

AUTHOR(S)
Catherine Smith; Massimiliano Tani; Sophie Yates (et al.)

Published: April 2022   Journal: The Asia-Pacific Education Researcher
Children and young people with disability are a “vulnerable” population within a pandemic context as they face structural inequities and discrimination as a result of their impairments. This paper reported research that sought to examine the learning experiences of children and young people with disability during the COVID-19 pandemic. It wanted to understand how this group fared and whether different interventions impacted on these experiences. Data were collected from an online survey organized by Children and Young People with Disability Australia (CYDA) that garnered responses from more than 700 families. The study contributes empirical evidence to the growing literature about COVID-19-related impacts on learners already recognized as experiencing multiple disadvantages in schooling.
Problematic Internet use and academic engagement during the COVID-19 lockdown: The indirect effects of depression, anxiety, and insomnia in early, middle, and late adolescence

AUTHOR(S)
Sihan Liu; Shengqi Zou; Di Zhang (et al.)

Published: April 2022   Journal: Journal of affective disorders

During the COVID-19 pandemic, the transition of online learning introduces challenges for adolescents to engage in learning. The increased access and persistent Internet use could heighten the risk of problematic Internet use (PIU) that has been increasingly recognized as a risk factor for academic engagement. This study aims to investigate the direct and indirect relationships between PIU and academic engagement through psychopathological symptoms (i.e., depression, anxiety, insomnia) in early, middle, and late adolescence. In all, 4852 adolescents (51.5% females; Mage = 13.80 ± 2.38) from different regions of Chinese mainland participated in the study and completed questionnaires.

Learning loss or learning gain? A potential silver lining to school closures in Indonesia

AUTHOR(S)
Delbert Lim; Niken Rarasati; Florischa Tresnatri (et al.)

Institution: Research on Improving Systems of Education
Published: April 2022
The COVID-19 pandemic has significantly affected learning practices in Indonesia, decreasing the role of teachers as instructors and instead driving parents to replicate the classroom environment at home. Given a supportive home environment, some students, particularly those with low initial achievement, enjoyed learning gains during school closures, as parents were able to directly teach to their level. As schools reopen, students will benefit from continued additional support in their education from their household. It is also important to reintroduce a challenging curriculum to recover potential learning losses at the upper tail of the distribution
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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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Read the latest quarterly digest on children and disabilities.

The second digest discussed children and violence during the pandemic.

The first digest covers children and youth mental health under COVID-19.

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COVID-19 & Children: Rapid Research Response

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.