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AUTHOR(S) Jiaxin Li; Xinyi Huang; Xinyu Lei (et al.)
AUTHOR(S) Tashi Phuntsho
AUTHOR(S) Vanessa Delgado
AUTHOR(S) Lisa B. Thorell; Anselm B. M. Fuermaier; Hanna Christiansen (et al.)
One of the COVID-19 pandemic consequences that has affected families the most is school lockdowns. Some studies have shown that distance learning has been especially challenging for families with a child with neurodevelopmental disorders such as ADHD or ASD. However, previous studies have not taken the heterogeneity of these disorders into account. The aim of the present study was therefore to investigate differences between families with a child with ADHD, ASD, or both conditions, and to examine the role of underlying deficits in executive functioning (EF) in both children and parents in relation to negative and positive effects of distance learning. Survey data assessing both negative and positive experiences of distance learning were collected from parents with a child aged 5–19 years in seven Western European countries: the UK, Germany, Spain, Sweden, the Netherlands, Italy, and Belgium. Altogether, the study included 1010 families with a child with ADHD and/or ASD and an equally large comparison group of families with a child without mental health problems. We included measures of three different types of negative effects (i.e., effects on the child, effects on the parent, and lack of support from school) and positive effects on the family.
AUTHOR(S) Min Lan; Qianqian Pan; Cheng Yong Tan (et al.)
AUTHOR(S) Adedeji Adeniran; Dozie Okoye; Mahounan P. Yedomiffi (et al.)
About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
AUTHOR(S) Ilaria Galasso; Gemma Watts
AUTHOR(S) K. Strasser; P. Arias; F. Alessandri (et al.)
AUTHOR(S) Sohana Intasa Siddiqua
The students in primary and high schools were the most at risk of being impacted by the Covid-19 outbreak in terms of their educational status. The whole education system slowly transited from in-class to online as per the time’s demand. By examining students’ online learning experiences during the COVID-19 epidemic in various situations, this study aims to present student voices of online education and explain why the implications are significant for student learning. Two nations are studied on a comparative window-Bangladesh and the United Arab Emirates-having different levels of socioeconomic development, the severity of the COVID-19 outbreak, pandemic preparedness measures, and the growth of online learning. A total of 125 students from Bangladesh and the UAE were surveyed quantitatively on the efficiency of online learning. To determine the efficacy of online education, constructs were created, and a questionnaire based on the structures was established. This study is cross-sectional and uses an inferred deductive methodology. Although many studies assert that online learning is just as successful as traditional learning, relatively few studies have examined the effectiveness of online instruction, particularly when switching from traditional learning methods to online learning. Additionally, no paper has investigated how elementary school pupils perceive the system, despite the fact that they were the most susceptible during the changeover. This essay seeks to close that gap.
AUTHOR(S) Aireen Grace Andal
AUTHOR(S) Jennifer Renick; Stephanie M. Reich
The purpose of this paper is to uncover what the at-home educational environments of low-income Latine adolescents looked like during the COVID-19 pandemic and how these environments influenced students’ participation in their online classes. Additionally, the findings highlight students’ perspectives on their varied engagement in virtual instruction. Data for this study were collected via an online survey that included both open and close-ended questions. Students were able to share about their behaviors and comfort in their online classes, as well as provide photos of the areas from which they joined their online classes. Quantitative and qualitative data analysis methods were used.
AUTHOR(S) Baldreck Chipangura; Gustave Dtendjo-Ndjindja
AUTHOR(S) Öykü Çelik
AUTHOR(S) Vaidas Gaidelys; Ruta Ciutien; Gintautas Cibulskas
AUTHOR(S) Jacqueline Baxter; Alan Floyd; Katharine Jewitt
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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