COVID-19 School Research Articles

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.

Within-household SARS-CoV-2 transmission and vaccine effectiveness in the first three COVID-19 school outbreaks in northern Viet Nam, September-December 2021.

The risk of transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) from schoolchildren to their household and the protective effects of vaccination in these settings remain poorly understood. We assessed the transmission dynamics of schoolchildren with SARS-CoV-2 within their households and the protective effects of coronavirus disease (COVID-19) vaccination among household members in Viet Nam. We estimated the attack rate, vaccine effectiveness and adjusted risk ratio (aRR) of factors associated with SARS-CoV-2 transmission to household contacts of children confirmed to have COVID-19 who attended three schools in Ha Nam, Phu Tho and Thanh Hoa provinces between September and December 2021 using multivariable regression with household-level random effects. This retrospective cohort study included 157 children infected with SARS-CoV-2 and their 540 household contacts. The attack rate among household contacts was 24.6% (133/540). Overall, vaccine effectiveness among household contacts was 39% (95% confidence interval [CI]: -1 to -63), higher among males than females and higher in adults aged >40 years. COVID-19 transmission was greater among female household contacts compared with males (aRR: 1.35, 95% CI: 0.94 to 1.95), although not statistically significant, and highest among those aged 19-39 years (aRR: 2.51, 95% CI: 1.50 to 4.21). Fully vaccinated household contacts had significantly lower infection risk (aRR: 0.46, 95% CI: 0.26 to 0.84). We found substantial onward transmission of SARS-CoV-2 from schoolchildren to household members, and older people were more likely to be protected by vaccination. We recommend that schoolchildren and all household members living with schoolchildren receive at least two doses of a COVID-19 vaccine. Recognizing the role of schoolchildren in the onward transmission of COVID-19 is an important lesson learned by Viet Nam that can help not only in managing other outbreaks but also in protecting schoolchildren by predicting the progress of the outbreak and preparing for a timely response.

Unmasking Student Dynamics: the Impact of COVID-19 on Social-Emotional Development and Learning Engagement

This study aimed to examine the impact of COVID-19 on the pattern of socialemotional development and learning engagement of Korean students. It employs latent profile analysis to categorize middle and high school students based on their social-emotional development (action-orientation, optimism, perseverance, relationship with adults) and learning engagement (cooperative learning, and self-directed learning). The analysis, conducted during the fall semester of 2019 and the spring semester of 2020 amid COVID-19 school closures, explores nuanced patterns and effects. The findings reveal distinct student groups with discernible differences across all factors both before and during school closure. Notably, the research suggests that early social-emotional development may influence subsequent developmental stages and that a student’s social-emotional skills correlate with cooperative and self-directed learning. Furthermore, the study highlights the pandemic’s varied impact on student groups, indicating that those with advanced social-emotional competencies and established learning practices were resilient to school closures. In contrast, ’average’ students faced challenges in cooperative and active learning during lockdown. The study underscores the need for targeted educational measures, particularly for at-risk students, and suggests proactive preparation for future pandemics.

Cross-cultural examination of early childhood and elementary teachers’ practices during emergency online instruction

This research aimed to study the experiences of early childhood and elementary teachers in the U.S. and Turkiye as they transitioned to different modes of instruction during COVID-19 school closings. The researchers focused on the modes of teaching, support the teachers received, assessment, meeting the needs of students with special needs, and parental involvement. The researchers used a semi-structured survey instrument. Ninety-eight early childhood and early elementary teachers from Turkey and 155 counterparts from Northeastern U.S. responded to the survey. Results showed that teachers in the U.S. and Turkiye had similar experiences in all the focus areas. These results bring to light areas the teachers need assistance to be better prepared for such transitions in the future.

B - 12 Differences in Quality of Life in Students with Functional Neurological Disorders by School Setting

Abstract Objective Attending school in person for students with Functional Neurological Disorder (FND) has been recommended for improved functioning and reduced symptoms. There is little to no research measuring the impact of school setting on quality of life. This study investigates whether school setting impacts parent-perceived quality of life (QoL) in children with FND. Method The study included 142 patients (ages 7–19 years old) diagnosed with FND that were seen in an outpatient clinic at Children’s Medical Center, Dallas. Patients were classified as either participating in homeschool, regular in-person schooling, or in-person schooling with an Individualized Education Plan (IEP) or Section 504 accommodations. This did not include children being homeschooled solely due to COVID-19 school closures. A parent or guardian completed the PedsQL questionnaire. A single factor ANVOA was utilized to identify significant differences between groups. Post hoc comparisons using the Tukey HSD test were then conducted. Results Results revealed overall significant differences between groups (p0.1). Conclusions Results of this study support the recommendation of attending school in person, with or without formal support. Participation in typical daily routines may improve overall impact of pediatric FND.

COVID-19 School Closures Were Associated With A Decline In Employment For Female Nurses With Young Children.

COVID-19-related school closures may have had unintended consequences affecting the ability of health professionals with school-age children to work-particularly female professionals, who often have disproportionate child care responsibilities. We combined labor-force participation data from the Current Population Survey with measures of school closures based on cell phone mobility data to examine the association between local school closures and labor supply among female nurses during the COVID-19 pandemic. During the six months after large-scale closure of schools at the end of the 2019-20 school year (March-August2020), among counties with above-median school closure rates, the employment rate of female nurses with young children declined by 12.5percentage points versus the rate during the prior four months (November2019-February2020); the change in the employment rate in below-median counties was not statistically significant. No statistically significant changes were observed among female nurses who had only older children or among male nurses. During public health emergencies, policies should consider how disruptions to schooling may affect the labor supply of health care professionals. Strategies might include direct provision of child care by health care facilities, subsidies and other aid to child care centers, or subsidies to health care workers for affordable child care.

COVID-19 school closures and Chinese children's school readiness: Results from the natural experimental data.

To determine the associations between COVID-19 school closures and school readiness skills for Chinese kindergarteners. We utilized the natural experimental condition created by local COVID-19 outbreaks in 2022 (Study 1) to compare school readiness skills of children whose kindergartens were closed for 5 months (Group 1) with children whose kindergartens stayed open (Group 2). We further compared the school readiness skills of one pre-COVID-19 cohort (Cohort 2019) with one COVID-19 cohort (Cohort 2021) from a fifth kindergarten (Study 2). For Study 1, Group 1 included 445 children and Group 2 included 584 children aged 4-6 years. For Study 2, Cohort 2019 included 156 children and Cohort 2021 included 228 children aged 3-6 years. For both studies, survey data on four school readiness skills were collected from parents. Additionally, Study 1 collected parental locus of control data from parents. Controlling for covariates, Study 1 revealed that Group 1 and Group 2 did not differ in terms of language and emergent literacy or approaches to learning. However, Group 1 scored lower than Group 2 on health and well-being and arts and imagination. Study 2 revealed that Cohort 2021 scored higher than Cohort 2019 on language and emergent literacy but lower on the other three skills. The associations of COVID-19 school closures with Chinese children's school readiness skills were not uniform, with a positive relation with language and emergent literacy and negative associations with health and well-being, approaches to learning, as well as arts and imagination.

Long-Term Mandatory Homeschooling during COVID-19 Had Compounding Mental Health Effects on Parents and Children.

Most studies have linked mandatory homeschooling during COVID-19 to mental health harm in parents and children, while a minority have found non-significant or beneficial effects. Past studies have not measured mandatory homeschooling continuously over an extended period; consequently, they could not capture compounding mental health effects, which may explain conflicting results. We asked whether children's cumulative time spent homeschooled during COVID-19 school closure mandates caused compounding harm for parent and child mental health, and whether parent employment, child internet access and educational support from schools (live and pre-recorded online classes, home learning packs) impacted this relationship. We aimed to identify the families at greatest risk of mental health harm during mandatory homeschooling and the educational support that may have mitigated this risk. Couples completed retrospective, cross-sectional survey questionnaires assessing parent depression, anxiety and stress, child internalizing and externalizing symptoms, and the family's homeschooling experience. Data were analyzed using mediation analysis total effects, ordinary least squares regression and simple slopes analysis. Both parents and children experienced compounding mental health harm during mandatory homeschooling. Live online classes protected parents and children, while home learning packs protected children. Unexpectedly, reliable internet access and the employment of both parents placed children at greater risk. Findings suggest that long-term mandatory homeschooling during COVID-19 placed families at greater risk of mental health harm. To protect family mental health during homeschooling mandates, schools should provide children with evidence-based educational support.

Caregiver and student perspectives on school services for students with traumatic brain injury during the COVID-19 pandemic.

This study aimed to identify unique challenges created by COVID-19 school closures for students with traumatic brain injury (TBI) and their families with relation to special education accommodations, therapy services, social support systems, and mental health complications. Forty-one caregivers and students participated in semi-structured, virtual interviews. Families had students in kindergarten through 12th grade who experienced a TBI prior to spring 2020 and were receiving support services at schools in Pennsylvania (US). Researchers used reflexive thematic analysis to identify themes across interviews. Central themes encompassing the student- and caregiver-reported challenges and advantages of COVID-19 school closures were changes in [1] education delivery, special education services, and accommodations for children with TBI, and [2] social relationships for students with TBI and their caregivers. COVID-19 and the transition to remote learning significantly impacted special education services and education received by students with TBI. Families in this study discussed both perceived obstacles to and advantages of remote learning in this population. As remote and asynchronous learning are now commonly integrated into the curriculum, research should clarify the facilitators and barriers for successful service provision for students with TBI.

COVID-19 school closures in Latin America: untangling approaches impacting student health and wellbeing

PurposeThis study compared approaches to school closures in four Latin American countries (Bolivia, Colombia, Ecuador, Peru), describing the impact on the health and educational wellbeing of school-age children and youth, and evaluating their approaches in regard to continuing education through the pandemic.Design/methodology/approachWe collected 75 publicly available documents including scientific and gray literature (government documents and news releases), that referred to school closures and their impact on children’s health and wellbeing. We did thematic analyses using open, axial, and selective coding and applied the latest Health Promoting Schools standards and indicators to the findings.FindingsResults showed that countries followed epidemiological reasons for prioritizing school closures while adopting some policies that abide by Health Promoting School principles. While they emphasized the need to reopen schools so that instruction could continue, school closures were among the longest in the world. The most significant impacts on wellbeing identified in the four countries were related to food security and mental health.Research limitations/implicationsThis study focused on a particular set of documents, and it may not capture the full spectrum of relevant information in different contexts or regions.Practical implicationsBy comparing school closures approaches among four Latin American countries, this study highlights the importance of context-specific interventions. In a post-pandemic era, lessons learned from these experiences should help foster more resilient and inclusive educational systems and explore the paths forward for following the new Health Promoting Schools framework in the region.Originality/valueCross-country qualitative analyses on this topic are rare. This study adds to the knowledge base by eliciting lessons for future health education research and policy efforts.

Teachers and Counselors Talk: The Psychological Impact of COVID-19 School Closures on Secondary School Students.

The COVID-19 pandemic significantly impacted students' education, mental health, and social well-being. Our research explores the experiences and perceptions of teachers and counselors of the psychological impact of COVID-19 school closures on secondary school students after returning to school. In this qualitative study, 21 teachers and counselors in Iran were purposefully involved and interviewed in-depth using a semi-structured format. The data was analyzed using Van Manen's 6-step phenomenological method, and Lincoln and Guba's criteria were implemented to maintain accuracy and trustworthiness. We have identified 15 categories and 6 themes. These themes encompass issues such as low self-esteem due to emotional or psychological damage, instability within schools, challenges faced by students with family problems, lack of motivation and patience among students, frustration experienced by students, and emotional detachment. To effectively guide and educate students, teachers and counselors must prioritize the psychological well-being of students absent from school due to illness or pandemics. They must also take adequate measures to address any arising psychological complications. Teachers and counselors must recognize and consider the psychological consequences of students absent; this will help develop effective measures to address and alleviate psychological complications.

Inclusion and exclusion during COVID-19 school closures

ABSTRACT In spring 2020, schools across the world closed down due to the COVID-19 pandemic. Since then, there have been numerous inquiries into how the school closures affected students. However, most of these inquiries apply a simple causal perspective according to which school closures are described as cause, and poor wellbeing and learning loss as effects. The aim of this article is to identify the complex social mechanisms that were triggered in the schoolchildren’s everyday lives in relation to school and home, thus identifying a significant missing link between cause and effect. The method employed is to analyze quantitative and qualitative data concerning students’ (n = 5,953) and parents’ (n = 5,054) reactions to the school closures in Denmark through the lens of a system theoretical understanding of inclusion and exclusion mechanisms. The analysis demonstrates that one important reason for the consequences of school closures was that fundamental school-based inclusion and exclusion processes were interrupted, and that these processes could not be fully compensated by parents and siblings or by the use of digital media. Finally, the analysis argues that the closures not only affected the students’ learning and wellbeing but also presented a threat to their acquisition of fundamental inclusion and exclusion competencies.

The contribution of exterior schoolscapes to neighbourhoods: a linguistic landscape analysis during COVID-19 school closures

ABSTRACT Within neighbourhoods, exterior signage of schools is part of the overall linguistic landscape. As community members pass by, these signs contribute to the languages they read. Additionally, signs serve functions in keeping with their visibility. Early in the COVID-19 pandemic in Canada (March – August 2020) school buildings were closed to students, yet exterior signage remained present for passersby. In this study, how the languages and functions of these schoolscapes contributed to the overall linguistic landscape during this time period was explored. We photographed 1452 signs from Bilingual Programme schools and their neighbourhoods. We analysed the languages and Halladayan functions of the signs to investigate how school signs contributed to the overall linguistic landscape. English-only signs were predominant, and most signs served as regulatory (rule-enforcing), including the small sample of signs that were specific to the COVID-19 pandemic. We argue that schoolscapes influenced the multilingualism of the neighbourhoods through their languages of instruction. Schoolscapes mainly functioned in regulating behaviour of passersby and communicating that their spaces were largely closed to them as outsiders. These findings confirm the important contribution of schoolscapes in the ecology of the linguistic landscape.

Challenges With School Meal Provisions in K-12 Public Schools: Findings From the National School COVID-19 Prevention Study.

School meals play a vital role in supporting student health. Access to school meals was disrupted during COVID-19-related school closures, impacting student nutritional intake and household food insecurity. Data from the National School COVID-19 Prevention Study Survey and school staff focus groups were used to examine challenges to school meal provision in K-12 public schools. Data were analyzed using R and MAXQDA. Survey data indicated that most schools served breakfast and lunch in the cafeteria or classroom during the 2021-2022 school year. City schools were less likely to experience challenges with receiving the foods and supplies needed for school meal programs. Qualitative data revealed that school meal participation increased during the COVID-19 pandemic, however schools encountered challenges when implementing the program including staff shortages and supply chain issues. Findings from this study can help strengthen the K-12 school meal system to equitably serve students in future public health emergencies.

Comparison of COVID-19 Sentinel Surveillance and COVID-19 School Absentee Surveillance in Japan

Background: In Japan, notifiable infectious disease surveillance ended and was replaced by sentinel surveillance following the COVID-19 reclassification in May 2023. Since COVID-19 sentinel surveillance is integrated into seasonal influenza surveillance, the number of reported cases varies depending on the extent to which sentinel facilities provide COVID-19 care. Therefore, we compared COVID-19 sentinel surveillance with school absentee surveillance, which is limited to high school equivalent age or younger, but provides reliable information on absences in the target population. Method: The 17-week period from week 23 (June 5 to June 11) to week 39 (September 25 to October 1) of 2023 was used as the target period. The number of weekly COVID-19 reports from 72 sentinel sites in Mie Prefecture (Population 1.7 million) as for sentinel surveillance and the number of COVID-19 absentees at a total of 998 facilities (401 kindergartens and nursery schools, and 597 elementary, junior high, and senior high schools) registered for school absentee surveillance in Mie Prefecture as for school absentee surveillance were compared across Mie Prefecture and eight health centers (Fig 1). Result: Except for the summer vacation period from week 29 to 35, sentinel surveillance and school absentee surveillance showed a significant positive correlation. During the summer vacation period, a decrease in the number of COVID-19 absentees was observed, especially in the elementary, junior high, and senior high school groups of the school absentee surveillance, compared to the sentinel surveillance (Fig 2 and 3). When compared by health center, no regional differences were observed in school absentee surveillance, but in sentinel surveillance, some health centers reported significantly more cases than others. Conclusion: The results of this study suggest that although COVID-19-based school absentee surveillance has some drawbacks, such as the limited number of subjects and the difficulty of evaluation during the summer vacation when schools are closed, it has the advantage of being able to evaluate the entire community without being affected by medical institution practice bias, and can be used to monitor trends in infectious diseases. It was considered important to combine and evaluate multiple surveillance indicators in order to accurately monitor epidemiologic trends of infectious disease over time.

The Use of Mobile Phone Technology in Teaching and Learning for Primary School Pupils During Covid-19 School Closure in Tanzania

This study investigated the use of mobile phone technology as a mitigation strategy for facilitating teaching and learning during the unprecedented COVID-19 pandemic-induced school closures in Tanzania. Employing an interpretive qualitative approach and a case study design informed by the Framework for the Rational Analysis of Mobile Education (FRAME), the study involved eleven (11) participants, encompassing one head teacher, three subject teachers, and seven parents. Data were collected through semi-structured interviews and documentary reviews and subsequently analysed using content and thematic analysis techniques. Findings revealed a sense of shock among parents and teachers due to the unforeseen closure of schools, but they promptly embraced mobile phones as a means to sustain students’ learning. These devices facilitated the exchange of learning materials via text messages, calls, social media, and emails. However, limitations in instructional skills and financial constraints for smartphone purchase and internet connectivity among parents posed significant challenges. The study recommends collaborative efforts between the government and other stakeholders to establish a robust online learning infrastructure that can ensure educational continuity during unforeseen school closures.

Building community online during the COVID-19 pandemic: facilitating networks of support in the early primary years from the perspectives of key stakeholders in Canada

ABSTRACT This research examines the ways early primary educators, parents and children made efforts to build community during the COVID-19 school closures in Canada. This qualitative study employed semi-structured interviews with 25 educators and 11 parent participants. Data were analysed in NVivo using a combination of inductive and deductive approaches. The analysis resulted in four themes: the importance of clear communication, maintaining consistency, support from administration and teacher colleagues, and the home learning environment. Building on the voices of the key stakeholders captured in this study, we provide recommendations for facilitating and building community in remote learning environments in the early primary years.

“Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year

ABSTRACT Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other informally. The present study describes how one type of informal support, collegial support (e.g. instrumental and expressive), enabled ECE teachers to cope with the first full school year during the COVID-19 pandemic. Through qualitative interviews, 14 kindergarten teachers shared the various ways they received and perceived collegial supports, and the system-level resources that enabled them to leverage their colleague’s expertise and assistance. ECE teachers expressed how they cared for their own well-being and shared the desire to continue doing so in the future. Implications for low-cost and nimble teacher supports and professional development are discussed.

Children and young people’s consultation rates for psychosocial problems between 2016 and 2021 in the Netherlands

Background Worldwide, there are concerns about declining mental health of children and young people (CYP). Objectives To examine trends in GP consultation rates for psychosocial problems and the impact of the COVID-19 pandemic. Methods We performed a population-based cohort study using electronic GP records of CYP (0–24 years) living in the Rotterdam metropolitan area between 2016 and 2021. We calculated monthly consultation rates for psychosocial problems, stratified by age group and sex. We used negative binomial models to model the pre-COVID-19 trend, and estimate expected rates post-COVID-19 onset. We modelled the effect of COVID-19 infection rate and school closure on consultation rates per sex and age group. Results The cohort increased from 64801 to 92093 CYP between January 2016 and December 2021. Median age was 12.5 years and 49.3% was female. Monthly consultation rates increased from 2,443 to 4,542 consultations per 100,000 patient months over the six years. This trend (RR 1.009, 95%CI 1.008–1.011) started well before the COVID-19 pandemic. Consultation rates of adolescent girls and young women increased most strongly. Between March and May 2020, there was a temporary reduction in consultation rates, whereupon these returned to expected levels. COVID-19 infection rate and school closures showed small but significant associations with consultation rates for psychosocial problems but this did not affect the overall trend. Although consultation rates for psychosocial problems increased, this increment was stable over the entire study period. Conclusion The COVID-19 pandemic did not significantly increase consultation rates for psychosocial problems in CYP. The consultation rates increased, especially in adolescent girls and young women.

Inclusive Teaching Online: Lessons Learned

ABSTRACT This study aimed to understand how students with disabilities were included in online classrooms as teachers reimagined learning during COVID-19 school shutdowns. Through a mixed-methods approach, researchers investigated the implications of COVID-19 restrictions for private school teachers in Dubai, UAE. Dubai private schools provide many different curriculums but present a uniquely homogenous socio-economic school population to study, in addition to ongoing mandates for inclusion during the shift to at-home learning. The study addressed the adaptations made by teachers that could continue to influence practices in the return to in-person learning. Researchers utilised an explanatory-sequential mixed methods approach to data collection. Initial surveys explored the training and experience of teachers, while interview data brought forth the challenges and successes experienced. Quantitative data was analysed using SPSS software and included a factor analysis. The hypothesis tests for seven independent variables revealed several factors that could potentially lead to more successful outcomes. Qualitative results revealed a lack of adequate training and support for the use of inclusive practices and a need for teachers to reflect on pandemic teaching practices. Teachers reported many innovations and inclusive teaching methods; however, many of these new innovative, inclusive practices risk being lost if teachers do not engage in critical reflection.