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Abstract Individuals with mental illness are at higher risk of severe COVID-19 outcomes. However, previous studies on the uptake of COVID-19 vaccination in this population have reported conflicting results. Using data from seven cohort studies (N = 325,298) included in the multinational COVIDMENT consortium, and the Swedish registers (N = 8,080,234), this study investigates the association between mental illness (defined using self-report measures, clinical diagnosis and prescription data) and COVID-19 vaccination uptake. Results from the COVIDMENT cohort studies were pooled using meta-analyses, the majority of which showed no significant association between mental illness and vaccination uptake. In the Swedish register study population, we observed a very small reduction in the uptake of both the first and second dose of a COVID-19 vaccine among individuals with vs. without mental illness; the reduction was however greater among those not using psychiatric medication. Here we show that uptake of the COVID-19 vaccine is generally high among individuals both with and without mental illness, however the lower levels of vaccination uptake observed among subgroups of individuals with unmedicated mental illness warrants further attention.

Many studies have linked quality in early childhood education and care [ECEC] to school performance, but the mechanisms of how ECEC process quality affects children in ways that lead to improved school performance is unclear. In this study on 7431 children in Norway, we test the hypothesis that the relation between process quality in ECEC and later school performance is mediated by early social skills. Process quality was measured at age 5 years along two dimensions: 'pedagogical practices' and 'structured activities', and school performance was measured at age 11 years (5th grade) using mandatory national tests in math, reading, and English. The results show that the indirect effect of pedagogical practices on school outcomes through social skills was small but statistically significant. In contrast, there was no statistically significant indirect effect of structured activities on school performance through social skills.