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Children and COVID-19 Research Library

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

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46 - 60 of 1565
Stress, anxiety, and school burnout post COVID-19: a study of French adolescents

AUTHOR(S)
Aurélie Simoës-Perlant; Marion Barreau; Caroline Vezilier (et al.)

Published: December 2022   Journal: Mind, Brain, and Education

This  study  examined  the  symptoms  ofexhaustion, school stress and anxious school refusal from acomparative developmental perspective in French adoles-cents enrolled in public and private general, technologicaland vocational schools. It is particularly important to con-sider academic stress levels, anxiety and school burnoutin middle and high school students as they are linked tomany mental health problems, such as depression or suici-dal thoughts. In this study, four hundred and ninety-threeadolescents completed an online questionnaire consistingof the School Burnout Inventory, the Echelle Toulousainede Stress Scolaire perçu and the School refusal evaluationwas developed. The results show a very high percentage ofsuffering among teenagers. The young people most affectedare high school students and more particularly students in10th and 12th grade, with nearly three-quarters of themsuffering from school burnout and/or high school stress,without any distinction between the sexes or the type ofschooling.

Clean and healthy living behavior of pupil at one of the islamic boarding schools in Bandung Regency

AUTHOR(S)
Mia Kusmiati; Alya Tursina; Meta Maulida Damayanti (et al.)

Published: December 2022   Journal: The Proceeding Of International Halal Science And Technology Conference
The lack of guidance related to healthy and clean behavior towards the community in the boarding school by primary healthcare workers, which has stopped since the Covid-19 pandemic era, has caused the need to identify the risk of diseases that often affect students. The study aimed to identify the clean and healthy living behavior of pupils in Islamic boarding schools. A survey method was conducted on 97 pupils of Nurul Huda Islamic boarding school in Bandung regency by using the questionnaire of PHBS (perilaku hidup bersih dan sehat). They were recruited to fill out 18 items of a questionnaire of clean and healthy behavior with a total sampling strategy.
Effect of COVID-19 lockdown on substance use among middle school and high school students: a natural experiment

AUTHOR(S)
Jonathan K. Noel; Samantha R. Rosenthal; Samantha K. Borden (et al.)

Published: December 2022   Journal: Public Health Reports
Research on COVID-19’s effect on substance use is mixed, and few studies have focused on adolescents. This study assessed whether implementation of the COVID-19 lockdown affected substance use and changed perceptions of psychoactive substance availability in middle and high school students. It assessed self-reported use and perceived availability of alcohol, tobacco cigarettes, electronic cigarettes, marijuana, synthetic marijuana, nonprescribed prescription drugs, and illicit drugs (heroin, inhalants) among middle and high school respondents aged 11-18 years to the Rhode Island Student Survey (N = 17 751). An administrative pause because of COVID-19 lockdowns allowed us to divide results into surveys completed before (January through March 2020; n = 13 259) and after (November 2020 through May 2021; n = 4492) the lockdown implementation. The study determined the effects of the COVID-19 lockdown using logistic regression models, adjusting for age, gender/sexual orientation, middle/high school level, and city/town classification.
Adaptability favors positive academic responses and posttraumatic growth under COVID-19: a longitudinal study with adolescents

AUTHOR(S)
Tommaso Feraco; Nicole Casali; Chiara Meneghetti

Published: December 2022   Journal: European Journal of Psychology of Education
The COVID-19 pandemic prompted an abrupt adoption of online learning worldwide challenging students’ scholastic engagement and their ability to self-regulate their learning. Under these unexpected conditions, adaptability (one’s capacity to adjust thoughts, behaviors, and emotions in new and uncertain situations) might have sustained students to maintain high engagement and find new learning solutions. Students with high adaptability might also interpret COVID-19-related novelty as an opportunity and show higher posttraumatic growth levels. A longitudinal path analysis showed that in a sample of 435 Italian students (11–18 years old), adaptability at Time 1 positively related to engagement, self-regulated learning, and posttraumatic growth at the end of the school year, indirectly favoring academic achievement, through the mediation of engagement and self-regulated learning.
Children's spaces in pages: examining spatiality in COVID-19-themed children's books

AUTHOR(S)
Aireen Grace Andal

Published: December 2022   Journal: Journal of Early Childhood Literacy
This article examines spatiality in selected children’s books about COVID-19. Spatiality is an important lens because the coronavirus pandemic is a crisis related to distancing and mobility restrictions—spatial matters. Benedict Anderson’s notion of imagined communities was adopted as a framework to how children’s books present community belongingness within the spatial restrictions imposed during the first wave of the COVID-19 pandemic. In a content analysis of pandemic-related children’s books published in early 2020 (n = 51), this paper explores the sense of community in three everyday spaces: ‘inside’ (home), ‘outside’ (outdoors), and ‘in-betweens’ (windows and digital space).
The couch as a classroom: exploring the school environment of low-income Latine adolescents during the COVID-19 pandemic

AUTHOR(S)
Jennifer Renick; Stephanie M. Reich

Published: December 2022   Journal: Journal for Multicultural Education

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.

Securing the cybersafety of South African online high school learners beyond COVID-19

AUTHOR(S)
Baldreck Chipangura; Gustave Dtendjo-Ndjindja

Published: December 2022   Journal: The Journal for Transdisciplinary Research in Southern Africa
The unprecedented online learning that took place at several schools during the coronavirus disease 2019 (COVID-19) pandemic is predicted to continue on the same trajectory when learners return to classroom learning. Continuing with online learning implies that learners will spend most of their time learning and socialising online, which exposes them to cybersecurity risks. Hence, this study investigated strategies for securing the cybersafety of online learners at South African high schools. The study adopted an interpretivist approach, and qualitative data were collected from school teachers. Fifteen school teachers from five private high schools in Centurion, Pretoria, were interviewed, and the data were thematically analysed. All the schools were multiracial and English-medium schools. The teachers from the schools were selected to participate in the study because they had experienced online learning during the times of COVID-19. The study proposed cybersafety strategies that are centred around providing cybersafety policies, conscientising learners about cybersecurity risks (awareness), preventing cyberbullying, discouraging the consumption or production of inappropriate content and protecting learners from Internet addiction.
Evaluation of high school students' perceptions and views on distance education during COVID-19 pandemic

AUTHOR(S)
Öykü Çelik

Published: December 2022   Journal: Open Schools Journal for Open Science
The COVID-19 disease, which spread all over the world and caused a pandemic, disrupted education the most. Countries had to quickly switch to the distance education model in schools and universities in order to prevent the spread of the epidemic. In this study, in which the perceptions and views of high school students about distance education was evaluated, almost two-thirds of the students stated that distance education is not an adequate and effective learning model. Despite the fact that today is the age of technology, students' reporting that a more effective learning will be achieved with face-to-face education shows that the distance education model should be developed and improved.
An assessment of the impact of distance learning on pupils' performance

AUTHOR(S)
Vaidas Gaidelys; Ruta Ciutien; Gintautas Cibulskas

Published: December 2022   Journal: Education Sciences
Distance education has influenced the organization of education at the level of systems and schools, the change in the specificity of teachers’ activities, the change in pupils’ learning, and, undoubtedly, the attainment of learning outcomes. The aim of this study is to determine what factors have affected pupils’ learning outcomes in the course of distance learning during the COVID-19 pandemic, from the perspective of pupils, pupils’ parents, and teachers. A quantitative study was conducted in order to reveal the impact of distance learning. The positive and negative aspects of distance education became clear. As regards the negative consequences of distance teaching/learning, the results of the study showed that in the teachers’ opinion, the pupils’ learning outcomes generally deteriorated. The positive factors of distance learning influencing the learning process and thus learning outcomes were a comfortable environment, the possibility to use a variety of learning aids available at home, and the possibility to view the lesson records at a time convenient for pupils.
Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid

AUTHOR(S)
Jacqueline Baxter; Alan Floyd; Katharine Jewitt

Published: December 2022   Journal: British Educational Research Journal
Following lockdowns in 2020 owing to Covid-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic.
How parental internet use impacted parenting practices and children's behavior during the Covid-19 pandemic

AUTHOR(S)
Demetris Hadjicharalambous; Loucia Demetriou; Elena Michael–Hadjikyriakou

Published: December 2022   Journal: British Journal of Multidisciplinary and Advanced Studies

This survey aimed to investigate how online parental behavior affects their parenting practices and how such practices may affect their family relations, their children’s social competencies, school achievements, and self–esteem. It examined a sample of 357 Greek-speaking parents (77.3% mothers and 22.7% fathers). It applied Young's (1998) Internet Addiction Questionnaire, the Alabama Parenting Questionnaire (APQ), and Kontopoulou's (2008) questionnaire to assess children's school performance and social competencies, their self-esteem, and family relationships.

Development and validation of Health Belief Model based instrument to assess secondary school student's adherence to COVID-19 self-protective practices in Jimma, Oromia, Ethiopia

AUTHOR(S)
Kasahun Girma Tareke; Genzebie Tesfaye; Zewdie Birhanu Koricha

Published: December 2022   Journal: Plos One

The study aimed in developing and validating a Health Belief Model (HBM) based instrument used for cross-sectional studies among secondary school students in Jimma town, Oromia, Ethiopia. A school-based cross-sectional study was conducted from May 25 to June 10, 2021. The sample size was 634, and students were randomly selected from public and private secondary schools. The 81 items were developed reviewing different literatures based on the constructs of HBM. The constructs were perceived severity, perceived vulnerability, perceived benefit, perceived barrier, self-efficacy, cues to action, perceived school support and self-protective practice. Data were collected using a self-administered questionnaire. The data were cleaned, entered into and analyzed using SPSS 23.0. A principal axis factoring with varimax rotation was carried out to extract items. Items with no loading factor or cross-loaded items were deleted. Items having factor loading coefficient of ≥0.4 were retained. An internal reliability was ensured at Cronbach’s alpha >0.70. All items with corrected item-total correlation coefficient below 0.30 were deleted from reliability analysis.

School nursing: New ways of working with children and young people during the Covid‐19 pandemic: a scoping review

AUTHOR(S)
Georgia Cook; Jane V. Appleton; Sarah Bekaert (et al.)

Published: December 2022   Journal: Journal of Advanced Nursing

This paper aimed to examine how school nurse practice evolved as a result of the Covid-19 pandemic. A scoping review of international literature, conducted and reported in line with Arksey and O'Malley's (2005) framework. Searches were conducted in September 2021. Ten databases were searched: The British Nursing Database, CINAHL, Cochrane Library, Consumer Health Database, Health and Medicine, Nursing and Allied Health, Public Health, PsycINFO, PubMed and Web of Science. Relevant grey literature was identified through hand searching.

Cite this research | Open access | Vol.: 79 | Issue: 2 | No. of pages: 471-501 | Language: English | Topics: Education, Health | Tags: COVID-19 response, lockdown, nurses, schools, social distance
The effect of school bullying on pupils' perceived stress and wellbeing during the Covid-19 pandemic: a longitudinal study

AUTHOR(S)
Elizabeth J. Kirkham; C. F. Huggins; C. Fawns-Ritchie

Published: December 2022   Journal: Journal of Child & Adolescent Trauma
Establishing how the Covid-19 pandemic and related lockdowns have affected adolescent mental health is a key societal priority. Though numerous studies have examined this topic, few have focused on the wellbeing of pupils who experience school bullying. This is particularly important as pupils who experience bullying represent a vulnerable group at increased risk of mental illness. Therefore, this study sought to investigate the relationship between experience of bullying and adolescent wellbeing during lockdown and subsequent re-opening of schools. It used the TeenCovidLife dataset to examine the relationship between experience of bullying and pupils’ perceived stress and wellbeing across three timepoints. Pupils aged 12–17 (n = 255) completed surveys during the first Covid-19 lockdown (May-July 2020), when they returned to school after the first lockdown (August-October 2020), and during the summer term of 2021 (May-June 2021).
A qualitative study about how families coped with managing their well-being, children's physical activity and education during the COVID-19 school closures in England

AUTHOR(S)
Lisa Woodland; Ava Hodson; Rebecca K. Webster (et al.)

Published: December 2022   Journal: Plos One
In 2020, schools in England closed for six months due to COVID-19, resulting in children being home-schooled. There is limited understanding about the impacts of this on children’s mental and physical health and their education. Therefore, This study explored how families coped with managing these issues during the school closures. 30 qualitative interviews with parents of children aged 18 years and under (who would usually be in school) were conducted between 16 and 21 April 2020. Three themes and eight sub-themes that impacted how families coped whilst schools were closed were identified.
46 - 60 of 1565

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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.