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AUTHOR(S) Andrew Bacher-Hicks; Joshua Goodman; Jennifer G. Green (et al.)
One-fifth of U.S. high school students report being bullied each year. This study uses internet search data for real-time tracking of bullying patterns as COVID-19 disrupted in-person schooling. It first shows that, prepandemic, internet searches contain useful information about actual bullying behavior. It then shows that searches for school bullying and cyberbullying dropped 30-35 percent as schools shifted to remote learning in spring 2020. The gradual return to in-person instruction starting in fall 2020 partially returns bullying searches to pre-pandemic levels. This rare positive effect may partly explain recent mixed evidence on the pandemic’s impact on students’ mental health and well-being.
AUTHOR(S) Sehar-un-Nisa Hassan; Fahad D. Algahtani; Mohammad Raafat Atteya (et al.)
AUTHOR(S) Anthea Rose; Lucy Mallinson
AUTHOR(S) Denise Mifsud
AUTHOR(S) Debra Shepherd; Nompumelelo Mohohlwane
AUTHOR(S) Simin Cao; Chuanmei Dong; Hui Li
AUTHOR(S) Michael B. Edwards; Jason N. Bocarro; Kyle S. Bunds (et al.)
AUTHOR(S) Richard Miller; Katrina Liu
AUTHOR(S) Jennifer B. Unger; Daniel Soto; Ryan Lee (et al.)
School-based COVID-19 testing is a potential strategy to facilitate the safe reopening of schools that have been closed due to the pandemic. This qualitative study assessed attitudes toward this strategy among four groups of stakeholders: school administrators, teachers, parents, and high school students. Focus groups and interviews were conducted in Los Angeles from December 2020 to January 2021 when schools were closed due to the high level of COVID transmission in the community.
AUTHOR(S) José Concepción Gaxiola Romero; Antonio Pineda Domínguez; Eunice Gaxiola Villa (et al.)
AUTHOR(S) Lisette Hornstra; Linda van den Bergh; Jaap J. A. Denissen (et al.)
AUTHOR(S) Amanda S. Haber; Sona C. Kumar; Hannah Puttre (et al.)
AUTHOR(S) Adam Boddison; Helen Curran
AUTHOR(S) Wenbo Deng; Weina Lei; Xipei Guo (et al.)
Since the outbreak of COVID-19, online courses have been extensively used from K-12 to higher education. Online learning engagement, an important factor in online learning success, is currently at a low level in high school. Meanwhile, the research on the factors that influence high school students' online learning engagement is still limited. Based on the theories of regulatory focus and value control, this study developed a multi-mediation model to investigate whether self-efficacy and academic emotions can mediate the relationship between regulatory focus and online learning engagement.
AUTHOR(S) Loshini Naidoo; Jacqueline D’warte; Susanne Gannon (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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