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AUTHOR(S) Rafael Pontuschka; Sophia Kan; Thomas Dreesen
AUTHOR(S) Anette Boye Koch
AUTHOR(S) Audrey Addi-Raccah; Noa Seeberger Tamir
AUTHOR(S) Anas Hajar; Syed Abdul Manan
AUTHOR(S) Katherine A. Zambrana; Katie C. Hart
AUTHOR(S) Taraneh Matloob Haghanikar; S. Rebecca Leigh
AUTHOR(S) Cassie J. Brownell
AUTHOR(S) Svetlana Rzanova; Alena Vobolevich; Svetlana Dmitrichenkova (et al.)
AUTHOR(S) Sue Rogers
AUTHOR(S) Laura A. Alba; Jessica Mercado Anazagasty; Anacary Ramirez (et al.)
AUTHOR(S) Melanie R. Silverman; Jill Stadterman; Danny Lorenzi (et al.)
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).
AUTHOR(S) Samantha Ciardi Sassone; Susan Silva; Jed Metzger (et al.)
AUTHOR(S) Shahina Pardhan; John Parkin; Mike Trott (et al.)
The COVID-19 pandemic caused an unprecedented move to emergency remote learning around the world, leading to increased digital screen time for children and adolescents. This review highlights the potential risk of increased screen time to the eye and general health and makes recommendations to mitigate the risks posed. A narrative review of evidence of increased digital time during the COVID-19 pandemic, the risks linked to increased screen time and offer possible steps to mitigate these in students.
AUTHOR(S) Pierre-Loup Beauregard; Marie Connolly; Catherine Haeck (et al.)
AUTHOR(S) Simon F. Haeder; Emily Maxfield; Kara Ulmen (et al.)
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