School Closures Research Articles

SARS-CoV-2 Infection in School Settings, Okinawa Prefecture, Japan, 2021-2022.

During the COVID-19 pandemic, widespread school closures were implemented globally based on the assumption that transmission among children in the school environment is common. However, evidence regarding secondary infection rates by school type and level of contact is lacking. Our study estimated the frequency of SARS-CoV-2 infection in school settings by examining the positivity rate according to school type and level of contact by using data from a large-scale school-based PCR project conducted in Okinawa, Japan, during 2021-2022. Our results indicate that, despite detection of numerous positive cases, the average number of secondary infections remained relatively low at ≈0.5 cases across all types of schools. Considering the profound effects of prolonged closures on educational access, balancing public health benefits against potential long-term effects on children is crucial.

Impact of COVID-19 measures on psychosocial outcomes in Austria – a qualitative vignette study

Abstract During the COVID-19 pandemic, Austria implemented frequent and restrictive containment measures. We aimed to explore the perspectives of individuals affected by political and epidemiological decisions in Austria, particularly in Vienna and Lower Austria. A qualitative vignette-based study conducted from July to Oct 2023 utilized two hypothetical future pandemic scenarios to prompt in-depth discussions in semi-structured interviews with Austrian residents about their perspectives, either private or from the fields of healthcare, education, citizen representation, business, research, public health and politics. Interview data was analysed using a thematic analysis approach. To ensure results’ rigor and accuracy, we followed the COREQ guideline and included two citizen research partners. This project is funded by WWTF (Grant ID: LS22071). Preliminary thematic analysis from 28 interviewees (53.6% female) aged 19-77 (mean 53.0 years) shows that the negative effects of school closures was a major concern among participants. Despite diverging points of view on other topics, there was a broad consensus that school closures would have negative consequences, such as unstable educational modalities impairing young people’s individual development, decreasing psychosocial support in their peer groups, leading to long-term educational losses, not only for individuals but also for society as a whole, and having a negative impact on economic growth, social justice and innovation. The participants also described a lack of evidence for the necessity of the frequent school closures during the pandemic as had happened in Austria and suggested a different approach in a future pandemic. Further topics were the deterioration of mental health, incentives instead of mandatory measures, more transparent communication by authorities, agreement between experts and researchers, reducing uncertainties regarding pandemic management, compliance by the general public and democratic social cohesion. Key messages • Addressing the multi-faceted impact of a pandemic requires a comprehensive approach that considers mental health, social justice, communication and social cohesion alongside containment measures. • This work represents a learning from the COVID-19 pandemic. From the conclusions of this study, recommendations can be derived to be better equipped in future pandemics.

Inequalities in education in the COVID-19 pandemic: health and education professionals’ perspectives

Abstract Background Cycles of school closure and reopening during the COVID-19 pandemic, coupled with remote learning, led to concerns about increasing inequality in education that persist in 2024. The aim of this abstract, within a wider study of safe school reopening, is to explore health and education professionals’ perceptions of inequalities among students during the pandemic. Methods In 2021, online semi-structured interviews were conducted in 6 languages with education and health professionals. They explored the: 1-effect of the pandemic on schools/pupils/teachers; 2-reorganisation of schools; 3-experience of implementing infection control measures in schools; 4-intersectoral working; 5-important resources for keeping schools open. Interviews were transcribed verbatim and translated into English where needed. A deductive qualitative analysis was undertaken using the conceptual framework developed by the United Nations H6+ Technical Working Group on Adolescent Health and Well-Being. Domain 3 (safety and supportive environment) includes consideration of equality. Results 62 interviews were included in the analysis (22 health and 40 education professionals from 28 countries). Professionals perceived greater negative impact on education for specific groups of students. Those with chronic illness stayed out of school for longer than others. Good access to distance learning was difficult for students from rural areas (lack of internet/electricity), disadvantaged families (lack of electronic equipment) or larger families (less learning space at home). Conclusions Professionals perceived that school closures intensified the disadvantage experienced by certain groups of students, exacerbating inequalities in education. Targeted catch-up strategies are still needed. Key messages • School closure during the COVID-19 pandemic have exacerbated inequalities in education. • In future health crisis impacting schooling, targeted catch-up strategies would be needed for certain groups of students.

Reduced physical activity in youth during the COVID-19 pandemic: systematic review and meta-analysis

Abstract Background Emerging research suggests that physical activity among children and adolescents decreased during the COVID-19 pandemic. As a summarizing analysis of changes in youth’s physical activity for Europe is lacking, we performed a systematic review and meta-analysis to close this research gap. Amongst others, we examined the relevance of restriction stringency policies and potentially vulnerable groups. Methods In consideration of the PRISMA statement, we searched seven databases and included studies for children and adolescents (≤19 years) of the WHO European Region that compared physical activity during the pandemic with a pre-pandemic baseline using validated measurement instruments. We used the Oxford Stringency Index as an indicator of restriction stringency. Screening for eligibility, data extraction, assessment of the study risk of bias (using ROBINS-E instrument) and certainty grading of evidence (using the GRADE approach), were all done in duplicate. Data were pooled in random effects models (Trial registration: PROSPERO: CRD42023395871). Results Of 14,897 non-duplicate records, 26 publications (n = 15,038 pre-pandemic, n = 13,041 during pandemic) met our inclusion criteria. Comparison before vs during the COVID-19 pandemic revealed a significant reduction in total physical activity (standardized mean difference [SMD], -0.57 [95% CI, -0.95; -0.20]) and moderate-to-vigorous physical activity (SMD, -0.43 [95% CI, -0.75; -0.10]), corresponding to a decrease of 12 min/day (a 20% reduction of the WHO recommendation). Subgroup analyses suggested that children aged 8-12 were particularly affected. The analyses outline a possible association between school closures and more reductions in physical activity. Conclusions A sharp decline in all forms of physical activity was recorded among European children and adolescents during the COVID-19 pandemic, particularly in middle childhood. Policy-makers, teachers and practitioners must act to reverse this decline. Key messages • Physical activity in European children & adolescents decreased significantly during the COVID-19 pandemic. • Immediate action by policy-makers and practitioners is imperative to reverse this trend.

“I stayed on the street, as if there was no COVID-19”: enacting practices of care with youth at risk of violence and social exclusion in Portugal

As the COVID-19 pandemic unfolded, a world of carelessness was made visible. Public health guidelines against the spread of COVID-19 (e.g., school closures, staying home, social distancing) have substantially affected youth’s health and well-being and highlighted the need for context-specific understandings of infection, risk, and care. Our research aims to contribute to a deeper understanding of the impacts of COVID-19 on boys and girls serving educational measures and placed in the custody of the juvenile justice system in Portugal during the pandemic. Sustained by the use of ethnographic principles and methods along with participatory techniques, this article uncovers complex entanglements between the public health measures to mitigate contagion and the dynamics that exacerbated socio-spatial dynamics of social exclusion and isolation, educational and (mental) health inequities, and lived and practiced forms of violence by youth-serving tutelary measures in Portugal’s six educational centers. Following Tronto’s feminist ethical–political proposal of care, I argue that COVID-19 became a lens to access youth care needs — self-care, care for others, care as essential work of nurturing affective trajectories and solidarities and promoting positive and non-violent relationships. By caring for youth stories, the engagement of researchers and professionals in this action-oriented research aimed to promote the enactment of practices of care with youth in the Portuguese detention centers as a way to positively affect their inhabited present, promote healthier lives and nurture the construction of caring and non-violent post-pandemic futures.

From agent-based simulations of disease dynamics to expert support on public health interventions

Abstract Agent-based epidemiological simulators have long been used to predict the dynamics of infectious diseases. They allow to combine compartment approaches with representing contact networks derived from real or synthetic populations. Often, scenario techniques are applied to model the impact of public health interventions. During the COVID-19 pandemics the agent-based simulator COVASIM has been established for modelling the spreading of SARS-CoV-2. It includes four different contact networks related to homes, schools, workplaces and environment. During the pandemic it became obvious that the current simulation techniques were not sufficient to cover important needs in public health administrations and society. While most simulations were based on scenarios predicting expected numbers for the infected, hospitalized or critically ill, these studies could not provide easily strategic options on a variety of equivalent public health interventions, which are all suitable to keep disease dynamics within acceptable bounds, set e.g. by hospital capacity. Knowing about a variety of equivalent options, however, is of crucial importance to enable a fair burden sharing throughout all groups of society. Therefore, we applied machine learning techniques to create an inverse model for epidemiological simulations based on COVASIM. For given transmission rates it outputs a range of quantitative interventions which are equivalently suitable to keep epidemiological dynamics within predefined bounds. Currently, it covers interventions like school and workplace closings and other mobility restrictions. Future work will be directed to include other interventions, like vaccination campaigns, and we will work to make the approach more generalizable for other infectious diseases. The tool may turn out helpful fur public health administrations and stimulate the public debate on the best way a society may take in a pandemic event or other situations where public health action has to be imposed. Key messages • Machine Learning allows to invert agent based simulators. • Instead of disease dynamics simulations a set of equivalent public health interventions consistent with pre-defined constraints can be calculated.

Changes in BMI prior to and during the COVID-19 pandemic among children: a retrospective cohort study in San Francisco, CA

BackgroundThe COVID-19 pandemic led to dramatic changes in the lives of children that impact cardiometabolic health. Cities and counties had varying policies with respect to school closure, recreational programs, and efforts to mitigate food insecurity and economic distress. Our objective was to evaluate changes in BMI-z score and prevalence of overweight/obesity prior to and during the pandemic among children in San Francisco, CA, where public schools were closed for 18-months.MethodsThis was an electronic medical record-based retrospective cohort study. We included 15,401 children, 4–17 years of age at study onset. Our exposure was time into each of three time periods: (1) March 2018-February 2019; (2) March 2019-February 2020; (3) March 2020-August 2021 (the pandemic period of school closure). Generalized estimating equations (GEE) were used to assess changes in BMI-z score and overweight/obesity across the three time periods. We assessed for effect modification by age-category, insurance status, and race/ethnicity.ResultsMean BMI-z score increased by 0.06 per year in time period 2, the year prior to the pandemic (p < 0.001, 95% CI: 0.04, 0.09), and by 0.12 per year during time period 3, the first 18 months of the pandemic (p < 0.001, 95% CI 0.10, 0.13). The proportion of children with overweight/obesity increased by 1.4% points per year during time period 2 (p = 0.012, 95% CI: 0.03, 2.46) and by 4.9% points per year during the first 18 months of the pandemic (p < 0.001, 95% CI: 4.11, 5.67). The effect modification analysis demonstrated that the youngest age group, publicly insured children (versus privately insured), and Black, Latino, and Asian children (versus White children) experienced greater increases in BMI-z score during the pandemic (p < 0.01 for all comparisons). The youngest age group (p = 0.022) and publicly insured children (versus privately insured children) (p < 0.001) also experienced greater increases in the proportion of children with overweight/obesity during the pandemic.ConclusionsAmong children in San Francisco, increases in BMI-z score and overweight/obesity were greater during the pandemic compared to prior changes, with the most pronounced increases among younger and publicly insured children. These findings support the need for more targeted and effective policies for addressing childhood overweight/obesity, especially among these high-risk populations.

Comparing the South African and Brazilian student uprisings (2015–2016): Similarities, Circulations, and Distance

ABSTRACT South Africa and Brazil are notorious for having some of the highest levels of (racialised) inequality on the planet, and dysfunctional education systems failing millions in their aspirations for a better life. Over 2015-16, student protests erupted across Brazilian and South African schools and universities, challenging these conditions through strikes, occupations, on-campus and street protests, and intellectual production. This paper builds on a World-Systems theoretical framework to understand the similarities, circulation, and distance between the two contemporaneous movements. In Brazil, the ‘Primavera Secundarista' high school occupations dealt primarily with local political dynamics, such as school closures, and intersectional forms of oppression. In South Africa, the ‘Fallist' university mobilisations demanded free, decolonised education, alongside addressing issues of outsourcing and institutional racism. In the first section, I give a comparative overview of these student movements’ similarities, situating them in their context and highlighting the key concerns and political and pedagogical practices of student activists in each. While these movements did not generally engage with each other, there were some important points of interaction, discussed in the second section. While highlighting these points of connection, I also advance an argument in the third section for why there was nevertheless relatively little direct engagement between these contemporaneous movements that otherwise had so much in common. The points of connection and disconnection between these similar movements offers insights about the functioning of the contemporary World-System and the modes of transnational circulation between movements therein, with lessons for transnational understandings of social movements, especially South-South movements.

Development will (try to) find its way: a qualitative study of Chilean adolescent mental health during and after lockdown

BackgroundThe COVID-19 pandemic has had a well-evidenced impact on adolescents, who are especially sensitive to pandemic disruptions given the critical role of socialization in their development. In Chile too, evidence shows increases in mental health complaints among adolescents over the lockdown period. Our study aimed at exploring the experiences of Chilean adolescents regarding their mental health during the lockdown and school closure (March 2020-December 2021), and during the return to on-site education (2022) as informed by adolescents and school staff, with a focus on family, school, and social sources of risk and support for adolescents’ wellbeing during these periods.MethodsUsing a qualitative approach, we conducted semi-structured interviews with 19 adolescents and 16 staff members from schools in an urban area of Chile.ResultsThrough thematic analysis, we generated five themes: [1] Adolescents in a mental health crisis, comprising a range of distressing experiences and mental health problems. This crisis was fueled by alterations in the functioning of adolescents’ systems: [2] Broken support systems (peers and school); [3] The school agenda must go on, reflecting schools’ strict compliance with the educational curriculum; and [4] Blurred boundaries between home and school life and within the family. Finally [5], Development will (try to) find its way describes how most participants experienced a bouncing back to wellbeing in the course of the school year upon return, and how some developmental milestones took place despite the abnormal conditions, providing evidence for resilience amid pandemic adversity.ConclusionsThe findings give insight into how the exchanges between the adolescent and the social systems they are embedded in were interfered. The results help us understand the challenges for mental health during and after the pandemic, and highlight adolescents’ capacity to thrive as normality was restored. The results also underscore the importance of upholding stability across adolescents’ systems and routines, in order to mitigate impacts on wellbeing amid abnormal circumstances. The findings are relevant for development-informed initiatives in policy design in the aftermath of the pandemic and in future crisis management responses.

Pandemic-induced online internships as situated, bounded, inclusive learning: a Philippine mixed methods study

ABSTRACT The COVID-19 pandemic rattled educational institutions to implement an online internship arrangement with their industry partners. Journalism felt the same experience, at least in the Philippines where the government had mandated online learning given full school closures for 566 schooldays. This mixed methods study documented the case of a Philippine journalism school, its interns and its news media industry partners on how two rounds of online internship arrangements happened. The study integrated quantitative results from an internship evaluation sheet (N = 129) with qualitative findings from key informant interviews (N = 11) with journalist-mentors and from interns' reflection papers (N = 110). The situated learning and boundary theories, plus the inclusive education concept, provided the theoretical lenses for this paper. It was found that the pandemic-tailored online internship became an inclusive education setup that had normalized telework as the situated, bounded learning milieu of the interns. Should future natural and man-made disruptions come, journalism schools can resurface the lessons of conducting crisis-tailored online internships to reduce worrisome negative outcomes that a pandemic like COVID-19 wrought.

Noting the Impact of Lockdown Co-Parenting Regulations on the Wellbeing of Children in South Africa

The South African government introduced a strict lockdown and related legislation in reaction to the COVID-19 epidemic. During lockdown, the movement of children between co-holders of parental rights and responsibilities of a caregiver, as defined in section 1(1) of the Children's Act 38 of 2005, was prohibited. The movement of persons was only permitted in essential cases, leading to children being "stuck" with one co-holder or even a person with no parental responsibilities and rights. A court order was to be obtained for permission for a child to travel, proving that this was urgent and essential. The lockdown regulations on the movement of children covered only those in a formal arrangement and excluded co-parents without court orders and those in the process of divorce. The closure of schools for approximately three months resulted in a significant increase in inter-parental disputes. These conflicts primarily revolved around the regulations stipulating that children could only be relocated to households free from Covid-19. The regulations completely ignored the child's emotional needs and were so out of line with other countries in similar circumstances. The regulations were also contrary to the Constitution and Children's Act, which underscore that the best interests of the child are paramount in all matters involving the child as it was not in the child's interests to be with a particular parent or without a particular parent during the lockdown period. This paper aims to identify the issues and effects of co-parenting during the lockdown and present a critique on the circumstances. It is argued that the one-size-fits-all approach introduced by the lockdown regulations was not the most appropriate, as the determining criteria should have been based on what would be best in the child's interest, which should, therefore, be assessed based on a case-by-case analysis.

Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

BackgroundThe development of social competencies is key for enhancing both cognitive and non-cognitive skills among students. These competencies are central to students' ability to function socially, feel included, and experience overall well-being within the school environment. Schools can play an active role in promoting and shaping these outcomes by implementing various strategies. This study presents and reports on the outcomes of a six-week social-emotional intervention program implemented by class teachers. MethodsThe pilot study employed a two-arm cluster non-randomized trial with a pretest-post-test design. The study evaluates students' social competencies as the primary outcome and social functioning, social inclusion, and school well-being as the secondary outcomes. Students in the intervention group participated in a six-week social-emotional learning intervention, attending two sessions each week, while the control classes followed the regular curriculum. ResultsData were collected from both teachers and students. Student-reported data were collected from 266 students (n = 124 girls, n = 142 boys) aged 8 to 14 (M = 9.84) and from teachers on 212 students (n = 92 girls; n = 115 boys). Results of the linear mixed model analysis showed for teacher reporting on students’ outcomes a decrease in internalizing (β = -0.85, p = 0.035) and externalizing behavior problems for students in intervention classes (β = -6.84, p = 0.020). No significant changes were observed in social-emotional competencies, social inclusion and school well-being. ConclusionAfter the social-emotional intervention program reduced internalizing and externalizing behavior problems were observed, with age moderating both outcomes. The results are consistent with previous research; however, they also suggest that the intervention could benefit from adjustments, such as a longer implementation period and follow-up evaluation. External factors such as the COVID-19 pandemic and repeated school closures at the time of the study may have impacted the results additionally.

Online complementary interventions for the development of social communication in children during the early stage of the COVID-19 pandemic

For elementary school children, engaging in diverse communication experiences with peers of varying ages during free play is crucial for developing social adaptability. However, the COVID-19 pandemic caused an unprecedented interruption to this learning process, as the new school year in Japan, which typically starts in April, began with widespread school closures. A novel intervention was implemented to address the ongoing societal constraints of the &amp;ldquo;stay-at-home&amp;rdquo; mandate and the uncertainty surrounding its duration. This intervention aimed to facilitate and promote peer communication while minimizing the risk of COVID-19 infection. It utilized then-unfamiliar Internet-based conferencing systems on Children&amp;rsquo;s Day, 1 month into the new school year. We explored two main analytical aspects to enhance the efficacy of this communication method: first, the types of play proposed by children that attracted the highest participation from unfamiliar peers; second, the duration of participation and communication, particularly regarding age and gender differences. Remarkably, despite only 2 days&amp;rsquo; notice, 15 children aged 4 &amp;ndash; 14 from five different, previously unknown communities located 1,000 km apart participated enthusiastically. In the first investigation, 12 types of play were introduced by the children. The most engaging activities included collaborative drawing on a shared online whiteboard and a scavenger hunt for specified objects. Notably, older children participated significantly longer in the online presenter&amp;rsquo;s activities, while younger children preferred to play within their own community. This study proposes that online conferencing can facilitate social interaction among children during pandemics. The intervention successfully fostered collaborative play among children of varying ages and from distant locations. In addition, the findings indicate the necessity to adjust the quality and focus of interventions based on age-specific psychological development. Further verification with more implementation examples and a larger participant pool is required.

The impact of increased screen time on students during covid-19 school closures

This article is a review performed through an extensive review of previous research. Its purpose is to provide a concise overview of the current knowledge regarding the effects of increased screen usage on kids during the COVID-19 school closures. Our objective was to offer a thorough and all-encompassing examination of the current body of research, scrutinizing and deliberating on the methodologies and findings of previously conducted studies pertaining to the subject matter. The global transition to remote learning during the COVID-19 epidemic resulted in an unprecedented increase in the amount of time students spent using screens. Recent research has indicated that children' screen usage has increased by an average of 11.5 hours per week during school closures. This large growth has had significant effects on students' physical health, mental well-being, and educational achievements. Further digital literacy and access to a wide range of learning tools are two good results. However, there have been proven adverse consequences, including musculoskeletal pain, eye strain, anxiety, sadness, and declining in educational inequalities. In addition to highlighting the benefits and challenges of more screen time, this article shows ways to reduce its negative impacts, including managing screen time, exercising, and engaging in mindfulness exercises. The essay also examines what it means for educators, parents, and lawmakers highlighting the importance of adopting well-rounded strategies for digital learning that protect student well-being and ensure fairness. It also emphasizes how important it is to conduct additional study in order to comprehend the long-term impacts and create efficient solutions catered to various demographics.

Talk‐LD and Talk‐LD+: A pilot trial of school‐based interventions to challenge discrimination and promote inclusion

AbstractTo counteract stigma and discrimination a series of five lessons Talk about Learning Disability (Talk‐LD) to promote young people's understanding and acceptance of people with intellectual disabilities were developed for the Scottish secondary school curriculum. This study examined the feasibility of carrying out a randomised control trial comparing the delivery of the lessons alone with the lessons plus an attempt to promote positive contact between participating students and people with intellectual disabilities. The aim was to recruit and randomise 12 schools to receive the lessons alone or the lessons plus contact. The Attitudes Towards Intellectual Disability (ATTID) questionnaire was completed at baseline and a questionnaire about students' understanding of the lesson content was completed at follow‐up alone. Twelve schools were recruited and randomised. The lessons were delivered to 23 classes across the 12 schools. Baseline data were obtained for 480 participants. However, school closures due to COVID‐19 meant that follow‐up data were only obtained from 220 students (six schools) prior to school closures. The attitude measure only detected change in one ATTID scale, indicating students may be more willing to interact with a person with intellectual disabilities post intervention. Three of the six schools randomised to the lessons plus contact group had plans in place for joint activities between students and young people with an intellectual disability. Despite the disruption caused by the Covid pandemic, the findings were encouraging in relation to future research on the Talk‐LD lessons. The schools also engaged positively with the process of promoting positive contact with young people with an intellectual disability.

Early childhood education contingencies for sustaining learning during school closures: Lessons from preschool remote education home visits in Indonesia during the COVID-19 pandemic

Maintaining kindergarten education amid emergency situations is difficult. The COVID-19 pandemic highlighted the difficulties faced by early childhood education institutions in ensuring that children continue education despite school closures and prolonged social isolation. The transition from in-classroom learning to remote learning, which was mostly online for older age groups, was especially complicated for younger pupils due to their nature and limited family resources. In contrast, numerous kindergartens in Indonesia initiated home visit programs that enabled children to learn face-to-face with their teachers and peers during the school closure periods. The purpose of this study was to examine how the home visit program for early childhood education was implemented and how teachers and parents viewed this emergency alternative to online learning. A qualitative case study was employed as a method of inquiry. Nine parents and four teachers from a single kindergarten in South Tangerang, a suburb of Jakarta, participated in this study. The data revealed the home visit program’s implementation involved the following measures: dividing children into small groups, a teacher visiting each group’s assigned home once or twice per week for 45–90 min, enforcing health measures, and giving daily activities for students to complete with their parents. Teachers stated that the home visit program was helpful but had significant faults. Among the benefits were the following: It helped children comprehend learning materials, piqued their interest, and served as a possible alternative due to a family’s lack of resources such as electricity, internet connectivity and quota, educators’ competency in implementing online learning, and parents limited or unavailable devices. Meanwhile, some disadvantages of home visits included the following: Parents felt obligated to entertain their children’s teachers and peers, some students were unable to study due to distance, additional time and energy was spent on media preparation and learning activities, and the risk of exposure to COVID-19 was increased. In the future, unexpected health hazards or other situations may occur. These findings indicate the need for early childhood education institutions to be more prepared, develop a strategy and adjust their instructional approaches to respond rapidly to changing circumstances when required.

Effects of school closure on lifestyle behaviours and health outcomes in children during the COVID-19 pandemic in Chile: A time-matched analysis.

The COVID-19 pandemic led to school closures, potentially impairing children's behaviours and health. We aimed to explore the effects of school closure on lifestyle behaviours (dietary habits, physical activity) and health outcomes (adiposity, fitness, self-esteem, self-concept) in children. We measured 247 children before school closure (October-November 2019) and after school reopening (October-November 2021) (COVID-19 group). To distinguish the changes due to school closure from changes due to growth, we included 655 age-matched children with cross-sectional measurements in October-November 2019 (control group). The response of this group (i.e., differences between children with 2 years of difference) was considered the expected response to growth. Two-way ANOVA was used to test age-by-group interactions, indicating an effect of school closure. In 7-to-9-year-old children, the COVID-19 group had larger-than-expected decreases in physical activity (by 0.4 points), resulting in higher physical inactivity prevalence (by 19 percent points) at 9 years. This was accompanied by larger-than-expected increases in fat percentage (by 6.1 percent point). In 8-to-10-year-old children, the COVID-19 group had higher physical inactivity prevalence at 10 years (by 20 percent points). This was accompanied by larger-than-expected increases in fat percentage (by 8.3 percent points), z-score BMI (by 0.90 units), and waist circumference (by 6.1 cm). In 9-to-11-year-old children, the COVID-19 group had larger-than-expected decreases in physical activity (by 0.3 points) and increases in self-concept (by 0.2 points). The response in dietary habits, fitness, or self-esteem was not different between groups. Overall, school closure negatively impacted physical activity and adiposity, particularly in the youngest children.

Impact of COVID-19 lockdown measures on mother and child health - the case of Ghana.

The lockdown measures in response to the coronavirus disease (COVID-19) have led to a wide range of unintended consequences for women and children. Until the outbreak of COVID-19, attention was on reducing maternal and infant mortality due to pregnancy and delivery complications. The aim of this study was to interrogate the impact of lockdown measures on women and children in two contrasting districts in Ghana - Krobo Odumase and Ayawaso West Wuogon. This study adopted the mixed-method approach using both qualitative and quantitative data. The qualitative study relied on two data collection methods to explore the impacts of COVID-19 control measures on women and children in Ghana. These were: Focus Group Discussions (FGDs; n = 12) and Key Informant Interviews (KIIs; n = 18). The study complemented the qualitative data with survey data - household surveys (n = 78) which were used to support the nutrition and school closure data; and policy data gathered from government websites consisting of government responses to COVID-19. The qualitative data was analysed using the thematic approach with codes generated apriori with the NVIVO software. The quantitative data used percentages and frequencies. Engagements with participants in the study revealed that the lockdown measures implemented in Ghana had consequences on child and maternal health, and the health care system as a whole. Our study revealed, for example, that there was a decrease in antenatal and postnatal attendance in hospitals. Childhood vaccinations also came to a halt. Obesity and malnutrition were found to be common among children depending on the location of our study participants (urban and rural areas respectively). Our study also revealed that TB, Malaria and HIV treatment seeking reduced due to the fear of going to health facilities since those ailments manifest similar symptoms as COVID 19. Government responded to COVID-19 using different strategies however the policy response resulted in both intended and unintended consequences especially for women and children in Ghana. It is recommended that national policy directions should ensure the continuous provision of child and maternal healthcare services which are essential health services during lockdowns.

Confinement policies: controlling contagion without compromising mental health

ABSTRACT A growing literature shows that confinement policies used by governments to slow COVID-19 transmission have negative impacts on mental health, but the differential effects of individual policies on mental health remain poorly understood. We used data from the COVID-19 questionnaire of the Survey of Health, Ageing and Retirement in Europe (SHARE), which focuses on populations aged 50 and older, and the Oxford COVID-19 Government Response Tracker for 28 countries to estimate the effects of eight different confinement policies on three outcomes of mental health: insomnia, anxiety and depression. We applied robust machine learning methods to estimate the effects of interest. Our results indicate that closure of schools and public transportation, restrictions on domestic and international travel, and gathering restrictions did not worsen the mental health of older populations in Europe. In contrast, stay at home policies and workplace closures aggravated the three health outcomes analysed. Based on these findings, we close with a discussion of which policies should be implemented, intensified, or relaxed to control the spread of the virus without compromising the mental health of older populations.

Impact of school closure during COVID-19 pandemic on school-going children in a rural population of Haryana: A qualitative study

ABSTRACT Background: The Government of India undertook several measures for COVID-19 pandemic, of which school closure was one. This led to sudden shift of teaching methods from classroom-based to online mode. This study aimed to understand the effects of school closure on children during lockdown period. Methods: This was a community-based qualitative study conducted in Faridabad District, Haryana, India, from January 2022 to February 2022. Two focus group discussions (FGDs) with school students of 8th standard and above and two FGDs with parents of school students below 8th standard were conducted. In-depth interviews were conducted with two school headmasters, two teachers, a Senior Medical Officer (SMO), District Education Officer (DEO), and District Elementary Education Officer (DEEO). Responses were recorded, transcribed, and reviewed to identify themes, and thematic analysis was done. Four major themes were framed—academic, physical, behavioral, and psychosocial. Results: Decreased academic performance, teacher-student interaction, and distraction from the study were found in academic domain. There was reluctance to go back to school reopening. Low physical exercise, irregular sleep cycles meal skipping, and increased screen time were noticed. Limited mid-day meal nutrition was available. Increased fear, anxiety, and loneliness were faced along with an increase in household quarrels and violence. An increase in the number of child marriages was also reported. Few students had positive impacts like improvement in hygiene practices, learning new hobbies, and skills. Conclusion: School closure had impact on the physical, mental, socio-behavioral, and academic aspects of school-going children. In case of similar events in the future, these impacts must be kept in mind by policymakers to achieve a balance between effective pandemic control and fruitful childhoods.