Children and COVID-19 Research Library

This study examined psychosocial impact of Covid-19 on the achievement  of  secondary  school  adolescents  with  hearing disabilities  in  English  Language  in  Lagos  State.  A  survey research  design  was  employed  with  population  of hearing-impairedadolescents. A sample of hundred adolescents with hearing   impairment   was   selected   for   the   study   using purposive  sampling  technique  to  select  the participants  and simple  random  sampling  to  select  four  schools  practicing inclusion.  The  instruments  for  data  collection  were  ELAT (English Language Achievement Test) and Psychosocial Scale (PSS) with reliabilities of 0.69 and 0.79 respectively. Pearson Product   Moment   Correlation   Coefficient   and   Multiple Regression   were   used   to   analyse   data   collected.   The hypotheses    formulated    weretested    at    0.05    level    of significance.

This paper aims to contribute to the theory on school-related well-being by applying a qualitative approach that focuses on children’s experiences during the Covid-19 pandemic and conceptualizes them as an epistemic opportunity to reconstruct aspects of school-related well-being from children’s perspectives. Within the framework of the multinational qualitative study Children’s Understandings of Well-being (CUWB), it conceptualizes well-being as a cultural construct and argues for including children’s voices in the process of knowledge production. By drawing on statements from online interviews with 11- to 14-year-old children from Berlin, Germany in spring 2021 during school lockdown and by using a discourse analytical approach, the paper outlines the findings on visibility as a central feature of well-being in school environments that children make relevant for experiences of agency, security, and self.

The United Nations (UN) recognises free school meals as critical, yet widely disrupted by COVID-19. This study investigated caregiver perceptions and responses to interruptions to the universal infant free school meal programme (UIFSM) in Cambridgeshire, England, using an opt-in online survey.

‘Panic-gogy’ is a term that describes the educational situation during the pandemic due to the transformation phenomenon from face-to-face learning to distance learning. Various types of research are used to uncover the constraints of this phenomenon, but not many researchers use phenomenological studies with parents as participants. Therefore, we used a phenomenological study to describe parents’ views on the constraints, expectations, and approvals regarding the preparation of distance learning modules at the junior high school level (aged 13-15 years). Data collection was carried out using semi-structured interviews. Data were analyzed using NVivo-12-assisted thematic analysis.

The impact of the COVID-19 pandemic on adolescents is significant. Educational progress and mental health, in particular, have been negatively affected. Among youth from vulnerable communities, pre-existing academic and health disparities have been exacerbated. Youth outcomes are often attributed to individual resilience – or lack thereof; this paper describes how failure to adapt and effectively cope at the system level (ie, lack of system resilience) is implicated in the current dual educational and mental crisis. It describes opportunities to make our systems more nimble and better-equipped to support youth moving forward.

High quality and culturally responsive early childhood education and care (ECEC) for young children before kindergarten is seen as a way to ensure that all children enter school ready to learn. ECEC is even more crucial in the context of recovery from the COVID-19 pandemic and the disproportionate burden of trauma and stress borne by families of color in disinvested neighborhoods. Remote learning and repeated disruptions to in-person instruction as protocols shifted during waves of the pandemic placed an extra strain on families, and may have increased educational disparities in the U.S. Taken together, these challenges have implications for children’s school readiness due to their impact on opportunities for learning at home and in the classroom. This paper explores how ECEC programs can be strengthened to better meet children’s needs, and ways in which future research can shed light on these important issues.

Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method.

During COVID-19, children have suffered learning losses across the world which will likely be carried forward to the future. In England, research and various reports were conducted to understand the extent of learning loss so policy could be improved for a more equitable educational provision. Two key areas were highlighted because of these investigations. Firstly, children in marginalised communities suffered the greatest share of educational disadvantages during COVID-19. Secondly, there is a scarcity of knowledge around the processes surrounding educational environments of learners. This study focused on mothers as partners and facilitators of education especially during COVID-19. Interviews were conducted with eight mothers in England with Pakistani and Bangladeshi heritage exploring their experiences of educating their primary school-aged children during COVID-19.

Few studies have examined aspects of the school environment, beyond modality, as contributors to child and youth mental health during the coronavirus pandemic. We investigated associations between nonacademic school experiences and children's mental health. Parents of children ages 6 to 18 years completed online surveys about school experiences (November 2020) and mental health (February/March 2021). Parent-reported and child-reported school experiences (i.e., nonacademic factors) included school importance, adapting to public health measures, and school connectedness. Children's mental health symptoms of depression, anxiety, inattention, and hyperactivity were collected using standardized parent-reported measures.

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.

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.

School closures due to the coronavirus disease 2019 (COVID-19) outbreak affected students physically, socially, and psychologically with an increase in the number of children and adolescent presenting with anxiety, depression, and drug abuse. This study aimed to examine the impact of COVID-19 and lockdown on the mental health of minors during the pandemic period and to characterize the type and number of referrals to a regional psychiatric outpatient clinic. This study included 380 children evaluated in an outpatient child psychiatric clinic. They were divided into two groups: before the lockdowns (BLD) (n=248), from January 2019 to February 2020, and during the lockdowns (LD) (n=132), from March 2020 to April 2021.

As adolescence is the most sensitive period of human development, characterized by many physical, psychological, cognitive and emotional changes that affect all adolescents, some more to some less also not forgetting that in recent years we have faced a difficult situation caused by COVID 19, a period of dealing with many health problems, loss of loved ones, closing schools and switching to online learning, isolation social. This study is focused on adolescence and specifically depression in adolescents of lower secondary schools and upper secondary schools in the municipality of Pristina to know more closely the consequences of COVID 19 in adolescents.

The COVID-19 pandemic significantly impacts the educational process in schools in Indonesia. Online learning schemes are applied as an alternative to learning during the COVID-19 pandemic. This research aims to map effective patterns of parental guidance during the online learning process amid the COVID-19 pandemic. Using a mixed scheme between case study and literature study methods, this literature study was carried out by analyzing previous studies on the topic “parental guidance pattern” and “online learning during a pandemic”. Data were sourced from several relevant articles published from 2020 to 2021. The data were then analyzed using interactively, quantitatively, and biometric methods with the VOSviewer application.