Year-end Sale % OFF 
Abstract
Confinement was adopted globally as a containment measure to face the COVID pandemic declared by WHO on March 2020. In Spain, the State of Alarm was established for three months. This implied the interruption of educational activities, having a higher incidence for children, since teaching would not be resumed until the following academic year, in September. This, together with the confusing initial information about COVID-19 transmission between children and their families, has made them one of the groups most vulnerable. In this study, a qualitative approach is made to secondary school students (aged 12). They were asked to share their experiences about confinement from the perspective of the home spaces, in relation to two main tasks relevant in this period: the tele-study and their relaxing time and well-being. Using images and narratives with an abstract and emotional description, the response of 46 children was obtained. A sentiment analysis was carried out from their testimonies. Results suggest a greater availability of tele-study spaces with daylighting, mainly in bedrooms, with laptops. For leisure and rest spaces, sofas, beds, and cohabitant gathering were preferred. Written testimonials were mainly positive. Housing features and family cohesion condition their resilience in situations of uncertainty, like confinement.
Highlights
On 11 March 2020, the World Health Organization (WHO) declared the existence of a pandemic caused by a new coronavirus, called SARS-CoV-2 [1]
Photovoice is based on the community-based participatory research (CBPR) approach [26], where, in addition, individual reflection is promoted and does not need the guidance of the main researcher [27], supporting the discourse based on images created by participants, with contextual narrative [28]
This study was designed to explore the housing spatial and emotional perception by secondary-school students, forced to tele-study at home due to the circumstances derived from confinement by COVID-19
Summary
On 11 March 2020, the World Health Organization (WHO) declared the existence of a pandemic caused by a new coronavirus, called SARS-CoV-2 [1]. Countries adopted different public health measures to prevent the spread of COVID-19. One of the main measures carried out was the closure of schools and educational centers [2]. In Spain, at the request of the national government, face-to-face educational activities were suspended at all centers and levels. The Spanish government itself promoted the distance modality for teaching activities [4]. This situation lasted from mid-March until mid-June 2020, at which time the school year ended and the children were already on summer vacations
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International journal of environmental research and public health
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
