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Children and COVID-19 Research Library

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

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301 - 315 of 875
Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems.

AUTHOR(S)
Anna Gassman-Pines; Elizabeth O. Ananat; John Fitz-Henley 2. (et al.)

Published: April 2022   Journal: Developmental Psychology
The COVID-19 pandemic profoundly affected American families and children, including through the closure or change in the nature of their care and school settings. As the pandemic has persisted, many children remain in remote schooling and those attending in-person childcare or school have contended with unpredictable closures. This study investigated the frequency and consequences of disruptions to children’s childcare and school arrangements during Fall 2020. The sample is parents who were hourly service-sector workers prior to the pandemic, had a young child between the ages of 3 and 8, and were at least partially responsible for their children’s school and/or care in Fall 2020 (N = 676); half of the sample were non-Hispanic Black, 22% were Hispanic, and 18% are non-Hispanic White.
University-community collaboration for a sustainable school-based program for the holistic education and wellness of adolescents

AUTHOR(S)
Lijo Thomas

Published: April 2022   Journal: ECS Transactions
Adolescents have been particularly affected by the COVID-19 pandemic and the closure of schools that are already struggling to carry out their mission of quality education and holistic well-being of students. Research suggests that community-collaborative schools are improving students' academic engagement and reducing learning barriers. When communities and universities are involved in holistic education, it benefits all the stakeholders by enhancing mutual learning and strengthening both. Community members' involvement for student development encourages students and their families to be more involved in community-service initiatives. The paper reports DREAMS, a multi-stakeholder partnership (schools, universities and communities) after-school mentoring model's sustainability. The study identifies and delineates how the model has incorporated the Sustainable Development Goals (SDGs) calling for Good Health and Well-being (SDG-3), Quality Education (SDG-4), Sustainable Cities and Communities (SDG-11) through Partnerships to Achieve its Goals (SDG-17) and proposes it as a sustainable after-school plan for the post COVID scenario.
Disrupted and disconnected: child activities, social skills, and race/ethnicity during the pandemic

AUTHOR(S)
Racquel Hernández; Jason Jabbari

Published: April 2022   Journal: Frontiers in Education
Early in the COVID-19 pandemic, parents reported that their children spent the majority of their time at home, which can dramatically change their activities and negatively impact their social skills. However, research has yet to uncover the relationships between changes in activities during the pandemic and children’s social skills, nor the degree to which these relationships might differ across race and ethnicity. To fill this gap in knowledge, this study leverages a nationally representative survey with 948 parents conducted in May 2021 and uses Likert scaled questions to explore the relationships between increases or decreases across a range of child activities (e.g., outdoor activities, schoolwork activities, friend activities, extracurricular activities, and screen activities) and better or worse child social skills during COVID-19. By exploring the relationship between changes in children’s activities and changes in children’s social skills during the first 15 months of the pandemic, it provides new evidence for the long-term effects of COVID-19’s disruptions on children’s social development, while highlighting opportunities to improve children’s social skills through targeted activities.
A preliminary study of COVID-19-related stressors, parenting stress, and parental psychological well-being among parents of school-age children

AUTHOR(S)
Cliff Yung-Chi Chen; Elena Byrne; Tanya Vélez (et al.)

Published: April 2022   Journal: Journal of Child and Family Studies
The COVID-19 pandemic has had substantial health, social, and economic effects on families. Consequent lockdowns and school closures heightened the burden on parents of school-age children. Many parents, while working from home, had to care for their children with restricted access to caregiver resources and to support their children’s education through homeschooling or remote learning provided by their schools. These duties created challenges and pressures on parents. Using online survey data collected from 197 parents of school-age (Prek-12) children during the first three months of the COVID-19 pandemic in the U.S., this preliminary study examined the relations among COVID-19-related stressors, including fear of COVID-19 and problems associated with school closures, parenting stress, and parental psychological well-being.
COVID-19’s impact on learning losses and learning inequality in Colombia

AUTHOR(S)
Emiliana Vegas

Institution: The Brookings Institute
Published: April 2022

This brief focuses on Colombia, which, like most countries globally, closed its schools in March of 2020. As throughout most of Latin America, Colombian schools remained closed for over a year, and they only began to gradually reopen in July 2021. This study explores the pandemic’s impact on student learning by analyzing trends in student achievement in national assessments from 2015 to 2019 and comparing them with student achievement in the same national assessments carried out in 2020 and 2021. It also explores the extent to which students in subnational territories (ETCs)—the equivalent to U.S. states, except some are certified by the national government to have more autonomy in spending than others—with different lengths of school closure periods experienced varying levels of learning losses.

High school students’ social jetlag, lifelong competency, and academic stress during the COVID-19 pandemic: a cross-sectional study

AUTHOR(S)
Soo Yeon Lee; Sun Joo Jang

Published: April 2022   Journal: The Journal of school nursing
With the prolongation of non-ordinary situations such as school closures due to the coronavirus disease 2019 (COVID-19) pandemic, high school students have experienced irregular sleep-wake cycles and elevated academic stress resulting from reduced academic achievement and widened gaps in academic performance. This cross-sectional study aimed to investigate the associations among chronotype, social jetlag, lifelong learning competency, and academic stress in high school students during the COVID-19 pandemic. Data were collected through an online survey from May–June 2021.
Investigating the impact of at-home learning on secondary school-aged children with ADHD: a qualitative study

AUTHOR(S)
Brad Hatton; Lauren Powell

Published: April 2022   Journal: Journal of Research in Special Educational Needs
Students with ADHD can benefit from at-home learning in terms of managing their symptoms; however, lockdown restrictions due to the pandemic are having negative impacts on the student population. This study was designed to ascertain how students with ADHD have been impacted by at-home learning under lockdown restrictions. An interpretative phenomenological analysis was conducted using semi-structured interviews from students, parents and teaching staff. These interviews were used to identify three main themes (anxiety caused by at-home learning, change in social interaction and academic impact of at-home learning) that best identified the participants' experiences.
After-school programmes response to the COVID-19 pandemic: lessons learned from Barcelona, Spain

AUTHOR(S)
Txus Morata; Paco López; Eva Palasí (et al.)

Published: April 2022   Journal: Child & Family Social Work
This article explores the role of after-school programmes (ASPs) in serving underserved families in Barcelona, Spain, during the lockdown phase of the COVID-19 pandemic. Using a mixed-method approach, this exploratory study surveyed 31 directors of ASPs administered by the Pere Tarrés Foundation. These ASPs serve almost 2000 children living under the federal poverty level in Catalonia, Spain.
How did autistic children, and their parents, experience school transition during the Covid-19 pandemic?

AUTHOR(S)
Aimee Code; Laura Fox; Kathryn Asbury (et al.)

Published: April 2022   Journal: The British Journal of Special Education
Due to the Covid-19 pandemic, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a range of different school transitions in 2020. Semi-structured interviews were carried out with 13 parents of autistic children in the UK, and data were analyzed with reflexive thematic analysis. For some parents, the Covid-19 pandemic negatively impacted on aspects of school transitions. However, other parents expressed the view that these same circumstances created opportunities to approach the school transition in a unique, improved manner. This article sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of Covid-19 on school transitions, including practices that it may be advantageous to retain.
Supporting grandchildren's remote instruction during COVID-19: experiences of custodial grandmothers

AUTHOR(S)
Megan L. Dolbin-MacNab; Alexandra B. Jeanblanc; Carol M. Musil (et al.)

Published: April 2022   Journal: Psychology in the Schools
While negative impacts of COVID-19-related remote instruction on children continue to emerge, it appears that vulnerable students will disproportionately bear the burden. One such vulnerable population is children being raised by grandparents. The purpose of this mixed methods study was to gain insight into custodial grandmothers' (CGMs) experiences of their grandchildren's remote instruction, as well as individual and contextual factors associated with these experiences. A national sample of 315 CGMs, drawn from two randomized clinical trials, completed an online survey in Spring of 2020.
When home becomes classroom: The shifting roles of Korean immigrant mothers in the management of children's education during COVID-19 in the US

AUTHOR(S)
Gowoon Jung; Sejung Sage Yim; Sou Hyun Jang (et al.)

Published: April 2022   Journal: Women's Studies International Forum
COVID-19 has disrupted women's lives by increasing their childcare and household labor responsibilities. This has detrimentally affected immigrant women with limited resources, who invest in their children's education for upward mobility. Based on a content analysis of 478 posts on the MissyUSA website, this study explores the ways in which Korean immigrant mothers in the U.S. navigate the management of middle and high school children's online education during lockdown.
The effect of an educational intervention on COVID-19 awareness, preventive behaviors, and risk perceptions among secondary school students

AUTHOR(S)
Sadia Ibrar Khan; Mohi Ud Din; Syed Fawad Mashhadi (et al.)

Published: April 2022   Journal: The Journal of Bahria University Medical and Dental College
 This study aimed to determine the impact of an educational intervention on secondary school students' Covid-19 awareness
and risk perception, as well as their preventive practices. A quasi-experimental study conducted in private secondary schools.
Methodology: The study duration was two months. Students who gave consent and didn’t have COVID-19 infection in
past were included by non-probability purposive sampling. Raosoft sample size calculator was used to calculate the sample
size and it came out to be 385 but a total of 380 students could be enrolled.
Parenting and children's behavior during the COVID 19 pandemic: mother's perspective

AUTHOR(S)
Jael Vargas Rubilar; María Cristina Richaud; Viviana Noemi Lemos (et al.)

Published: April 2022   Journal: Frontiers in Psychology
Since the onset of the COVID-19 pandemic, many parents have felt anxious, overwhelmed, and stressed out due to the changes in education and family and working routines. This work aimed to (a) describe three dimensions of perceived parenting (positive parenting, parenting stress, and parental school support) in the COVID-19 pandemic context, (b) describe possible changes perceived by mothers in their children’s behavior during the social isolation phase, (c) analyze if behavioral changes vary according to the dimension of perceived parenting, and (d) analyze whether the characteristics of perceived parenting dimensions vary with mother’s age, number of children and number of work hours. The purposive sample consisted of 646 mothers of school-aged children in Argentina. Questionnaires on sociodemographic and work-related data, and on children’s behavior were administered, as well as an instrument (Vargas Rubilar et al., 2021) that assessed the three parenting dimensions (positive parenting, parenting stress, and parent-school support). The sociodemographic and work-related variables of the study were described using descriptive statistics: measures of central tendency, frequencies, and percentages.
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.

301 - 315 of 875

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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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.