The Impact of School Closures on Learning and Mental Health of Children: Lessons From the COVID-19 Pandemic

Perspectives on Psychological Science, Год журнала: 2023, Номер 19(4), С. 686 - 693

Опубликована: Июль 10, 2023

To curb the spread of coronavirus, almost all countries implemented nationwide school closures. Suddenly, students experienced a serious disruption to their and social lives. In this article, we argue that psychological research offers crucial insights for guiding policy about closures during crises. end, review existing literature on impact COVID-19 pandemic children’s learning mental health. We find unprecedented scale length resulted in substantial deficit deterioration then provide recommendations how ensure psychosocial development future. Specifically, recommend more attention should be paid from marginalized groups who are most need intervention, evidence-informed personality-tailored mental-health social- emotional-learning programs schools, generational labels avoided.

Язык: Английский

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The COVID‐19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review

Journal of Research on Adolescence, Год журнала: 2024, Номер unknown

Опубликована: Март 21, 2024

The COVID-19 pandemic upended the lives of adolescents and young adults across globe. In response to onset, educational institutions were forced pivot online learning, a new teaching learning format for most secondary university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' outcomes school climate as well internal assets contextual supports that promoted academic well-being during pandemic. Our suggest people commonly reported declines in their academic-related school-based relationships due Internal (e.g., intrinsic motivation self-efficacy) (i.e., with teachers, peers, parents) Next steps research people's are suggested.

Язык: Английский

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Post-Covid-19 condition (Long Covid) in children and young people 12 months after infection or reinfection with the Omicron variant: a prospective observational study

Scientific Reports, Год журнала: 2024, Номер 14(1)

Опубликована: Апрель 30, 2024

Abstract Our previous study in children and young people (CYP) at 3- 6-months post-infection showed that 12–16% of those infected with the Omicron (B.1.1.529) variant SARS-CoV-2 met research definition Long Covid, no differences between first-positive reinfected CYP. The primary objective current is to explore impact infection on 12 months post infection. 345 CYP aged 11–17 years a first laboratory-confirmed 360 completed an online questionnaire assessing demographics, symptoms, their shortly after testing again 3-, 6-and 12-months post-testing. Vaccination status was determined from information held UKHSA. Comparisons groups were made using chi-squared, Mann–Whitney U, Kruskal–Wallis tests. most common symptoms post-testing tiredness (35.7 33.6% respectively) sleeping difficulties (27.5 28.3% respectively). Symptom profiles, severity similar two groups. Overall, by 12-months, 17.4% first-positives 21.9% fulfilled consensus Covid ( p = 0.13). infection, there little difference respect symptom profiles impact. Clinicians may not therefore need consider number infections type when developing treatment plans. Further studies are needed assess causality reported up

Язык: Английский

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Remote Vs. Hybrid Learning Effects on Student Mathematics Achievement in Three Magnet Schools During the COVID-19 Pandemic Years

Journal of School Choice, Год журнала: 2025, Номер unknown, С. 1 - 16

Опубликована: Янв. 7, 2025

Our quasi-experimental design study compared the effects of remote versus hybrid learning during COVID-19 pandemic 2020–21 school year and after on individual student math achievement in three magnet middle schools. We used 2018–19 prepandemic data to establish baseline equivalence. This contributes analytic evidence that disadvantaged students who learned remotely suffered statistically significant losses year. However, by end 2021–22 year, one subsequent person learning, we found they had caught up with their peers achievement.

Язык: Английский

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Factors influencing secondary school students’ nutrition, mindfulness, and academic performance in Nan Province, Thailand

PLoS ONE, Год журнала: 2025, Номер 20(1), С. e0308882 - e0308882

Опубликована: Янв. 14, 2025

Academic performance is crucial for future educational endeavors of students. However, there has been a concerning decline over time. This study aimed to investigate the association between nutritional status, environmental factors, mindfulness, and academic among students at Bo Kluea School in Nan province, Thailand. A cross-sectional was conducted involving 350 grades 8–11 using questionnaires, measurements, records. Results showed that female performed significantly better academically compared males(71.9% vs 56.4% achieving good grades; p < 0.001, OR = 3.583, 95%CI 1.663–7.719). Age, junk food consumption, BMI, mindfulness were identified as factors influencing performance. Students aged 16–18 years 2.224 times more likely achieve younger ( 0.015, 2.224, 1.164–4.247). Significant associations found gender, age, waist circumference, status. Female those with normal circumference or have BMI 0.019, 1.794, 1.101–2.922). Positive attitudes towards nutrition associated (60.1% 0.044, AOR 1.543, 1.010–2.356). highlights interconnectedness these their importance improving results. Further research need confirm findings overcome limitations.

Язык: Английский

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Social isolation during adolescence differentially affects spatial learning in adult male and female mice

Learning & Memory, Год журнала: 2025, Номер 32(1), С. a054059 - a054059

Опубликована: Янв. 1, 2025

Social isolation is a risk factor for cognitive impairment. Adolescents may be particularly vulnerable to these effects, because they are in critical period of development marked by significant physical, hormonal, and social changes. However, it unclear if the effects on learning memory similar both sexes or persist into adulthood after recovery. We socially isolated male female 129Sv/Ev mice throughout adolescence (postnatal days 29-56), provided 2-week resocialization recovery period, then tested spatial flexibility active place avoidance task. After behavioral testing, were injected with 5'-bromo-2'-deoxyuridine (BrdU) so that lasting cell proliferation dentate gyrus could examined. Tissue was also stained doublecortin (DCX). found males, led modest impairment rate initial learning, whereas females, unaffected. when location shock zone switched during conflict variant task, impaired females only. Similarly, reduced number immature neurons ventral only females. Together, findings indicate differentially impairs processing males adulthood.

Язык: Английский

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COVID-19, school closures, and student learning outcomes. New global evidence from PISA

npj Science of Learning, Год журнала: 2025, Номер 10(1)

Опубликована: Янв. 22, 2025

The COVID-19 pandemic resulted in significant disruption schooling worldwide. Global test score data is used to estimate learning losses by modeling the effect of school closures on achievement predicting deviation most recent results from a linear trend using all rounds PISA. Mathematics scores declined an average 14 percent standard deviation, roughly equal seven months learning. Losses are greater for students schools that faced relatively longer closures, boys, immigrants, and disadvantaged students. Educational may translate into national income over time.

Язык: Английский

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Teachers’ concerns and teaching experience during the pandemic and beyond: implications for research, policy and practice

Cogent Education, Год журнала: 2025, Номер 12(1)

Опубликована: Фев. 7, 2025

This paper reports on findings arising from a wider study aimed at investigating teachers' concerns during the pandemic and their views regarding changes in teaching post-COVID context. Adopting mixed-method approach, data were gathered through survey including both open-ended closed-ended questions. The involved 2,192 teachers all sectors of education. Both quantitative qualitative indicate that most frequent are related to students families, own personal issues, poor working conditions, work-life balance. Furthermore, suggest experience second lockdown was generally more positive compared first lockdown. participants advocate for post-pandemic scenario, particularly focusing continuous professional development, enhancing institutional securing access adequate resources. Differences responses sociodemographic questions also found relating Remote Teaching Concerns (RTC) Experience (RTE). offers implications further research, policy practical applications field.

Язык: Английский

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The impact of COVID-related school disruption on kindergarten children’s development

Early Child Development and Care, Год журнала: 2025, Номер unknown, С. 1 - 18

Опубликована: Фев. 14, 2025

Prior research on COVID-related school disruptions focused mainly primary or secondary, with limited studies kindergarten children. Using a naturalistic quasi-experimental design, we examined whether disruption during the first year of (K1) affected early numeracy, literacy, and non-academic development. We also second (K2) was more detrimental to children's A cohort K2 students from each two consecutive years (N = 235, 4–5-year-old) were recruited ten kindergartens in Hong Kong, which had long periods disruptions. One assessed just before onset COVID-19; other, one later. K1 did not affect performance at K2. In contrast, K3 showed that effect physical than disruption. Findings highlight period aspects development are particularly sensitive schooling.

Язык: Английский

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‘There hasn’t been a lot of play this year’: Teacher perspectives on play at school and young children’s socio-emotional development during COVID-19 restrictions

Journal of Early Childhood Research, Год журнала: 2025, Номер unknown

Опубликована: Март 15, 2025

Due to the impact of COVID-19 pandemic many restrictions were placed on primary schools. The aim current study was explore young children’s play, an important pedagogical strategy for supporting socio-emotional development and learning. Teachers children aged approximately 4–8 years completed semi-structured interviews in February 2022. At this time Ireland, still place schools, had been since September 2020 when schools reopened after closures March 2020. teachers ( N = 5) responded a number questions about how they use play school, development, affected both development. Thematic analysis indicated importance within classroom at break times (recess), way which used particularly mandatory small groups or ‘pods’. These findings suggest that school disrupted as result restrictions, are discussed from ecological systems perspective. Further research is needed determine whether nearly 2 hygiene during formative period lives has lasting influence

Язык: Английский

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