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BACKGROUND: Strategies to control coronavirus 2019 disease (COVID-19) have often been based on preliminary and limited data and have tended to be slow to evolve as new evidence emerges. Yet knowledge about COVID-19 has grown exponentially, and the expanding rollout of vaccines presents further opportunity to reassess the response to the pandemic more broadly. MAIN TEXT: We review the latest evidence concerning 10 key COVID-19 policy and strategic areas, specifically addressing: 1) the expansion of equitable vaccine distribution, 2) the need to ease restrictions as hospitalization and mortality rates eventually fall, 3) the advantages of emphasizing educational and harm reduction approaches over coercive and punitive measures, 4) the need to encourage outdoor activities, 5) the imperative to reopen schools, 6) the far-reaching and long-term economic and psychosocial consequences of sustained lockdowns, 7) the excessive focus on surface disinfection and other ineffective measures, 8) the importance of reassessing testing policies and practices, 9) the need for increasing access to outpatient therapies and prophylactics, and 10) the necessity to better prepare for future pandemics. CONCLUSIONS: While remarkably effective vaccines have engendered great hope, some widely held assumptions underlying current policy approaches call for an evidence-based reassessment. COVID-19 will require ongoing mitigation for the foreseeable future as it transforms from a pandemic into an endemic infection, but maintaining a constant state of emergency is not viable. A more realistic public health approach is to adjust current mitigation goals to be more data-driven and to minimize unintended harms associated with unfocused or ineffective control efforts. Based on the latest evidence, we therefore present recommendations for refining 10 key policy areas, and for applying lessons learned from COVID-19 to prevent and prepare for future pandemics.

Abstract Students with disabilities generally experience educational inequities around the world. The coronavirus 2019 (COVID-19) pandemic likely exacerbated these inequities in access, resources, and support as schools shut down to mitigate the spread of the disease. Although some research has explored disparities between students with and without disabilities during the pandemic, limited research has explored this issue from the perspective of students across multiple countries. Therefore, we conducted a secondary analysis of the UNESCO Responses to Educational Disruption Survey student questionnaire administered to eighth graders in five countries to investigate changes in the educational experiences of students with disabilities during COVID-19 school disruptions and differences between these experiences and the experiences of students without disabilities during these disruptions. Specifically, we aimed to understand how students with disabilities’ perceptions of their educational experiences changed during disruptions and varied from those of students without disabilities. Contrary to previous research, our findings revealed that students with disabilities generally reported positive experiences to a greater extent than students without disabilities. We discuss the implications of these findings and areas for future research beyond the COVID-19 pandemic.

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of individuals developing eating disorders and has exacerbated existing eating disorders. This observational study investigated the impact of the COVID-19 pandemic on patients with clinical and subclinical eating disorders. Methods This study was conducted over a period of four years: two years before and after the onset of the COVID-19 pandemic in Japan. We recorded the number and types of consultations provided by the Eating Disorder Treatment and Support Center coordinator. For subgroup analysis, data were classified by age, body mass index, and source of consultation, including patients, families, and personnel. The Seasonal Decomposition of Time Series by Loess was used for time series analysis. Results The total number of consultations increased after the start of the pandemic and peaked around the beginning of 2022, before subsequently falling despite the increase in the number of COVID-19 infections. A similar trend was observed in patients aged 10–29 years. The study period coincided with social isolation and school/college/university closures. Conclusions The number of eating disorder consultations increased after the start of the pandemic. Although COVID-19 infections persisted, the pandemic’s impact was transient.

IntroductionNational health policies to stop the spread of the COVID-19 virus in the US resulted in widespread school closures and disrupted learning in Spring 2020.MethodsThis study draws on unique individual-level data from n = 282 5–12 year olds enrolled in the NIH Environmental influences on Child Health Outcomes (ECHO) Research Program to investigate associations between caregiver-reported duration of Spring 2020 learning disruptions and academic achievement.ResultsLinear regression analyses estimated that children who experienced more than 4 weeks of instruction disruptions in Spring 2020 scored 4.5 points [95% CI: −8.77, −0.22] lower on age-normed math assessments compared to peers who had four or fewer weeks of disruption, adjusting for sociodemographic variables, pre-pandemic vocabulary, and COVID-19 family hardships and stress. No differences were found for reading. Children whose caregivers had higher levels of pandemic-related traumatic stress and lower educational attainment also had lower math scores, adjusting for all other covariates.DiscussionResults suggest educators and schools focus additional attention on supporting math instruction for children who experienced extended learning disruptions.

Purpose –This study aims to explore the missing learning phenomenon due to school closures during the COVID-19 pandemic in preschool settings from teachers’ perspectives in Selangor, Malaysia. Related studies have shown that missing learning phenomena from different settings leads to delayed literacy development and raises the risk of dropping out among children. There is a lack of in-depth documentation on the missing learning phenomenon among preschoolers exploring the socioecology of preschool settings in a local context. Methodology –This research employed a case study approach. In-depth interviews were conducted with six preschool teachers from Selangor, Malaysia, using an inductive approach for a holistic understanding of the missing learning phenomenon during the COVID-19 pandemic. The data were analyzed using Computer Assisted Qualitative Data Analysis Software (CAQDAS), NVivo version 12 software, which mapped the findings to understand further the ecosystem behind the preschoolers’ absence of learning during the COVID-19 pandemic. Findings – Three major themes were revealed from the data: the missing learning demographic, socioecological factors, and mitigation plans. Several sub-themes (the compensative learning solutions, the demographic of impacted people, the delayed progress, teachers’ readiness to facilitate online learning, engagement towards online learning, revised syllabus, personalized learning, and parental involvement) are classified under the respective major themes. Several main categories also emerged from the themes: lack of experiences and technology-pedagogical knowledge, unavailable online modules, low readiness to utilize online learning, unsupportive family climate, and accessibility. Learning intervention and online engagement with pupils during the pandemic are crucial in ensuring a successful continuous education. Significance – There is also a need for comprehensive remote instructional modules that consider socioecological actors – parents and home climate; in the future and the enhanced instructional technology competency among preschool teachers.

The post-COVID The Great Online Transition requires more support for teaching with information and communications technology (ICT) than ever. The present study investigated teachers’ psychological (perceived preparedness for distance education) and behavioural (frequency of teacher – student contact) adaptations to distance education in relation to job (training, collaboration, and equipment) and personal (self-efficacy) resources in the area of ICT during the first wave of school closings in 2020. We surveyed 1103 teachers in German-speaking regions via newsletters and X (formerly Twitter). Results from the recursive path model showed that all job resources were positively associated with teachers’ perceived preparedness, but the actual frequency of contact was only significantly related to ICT collaboration. Lastly, ICT self-efficacy mediated the associations between job resources and teachers’ adaptations. Our findings highlighted policymaking and school administration applications in which focus should be placed on fostering ICT resources, particularly collaboration. [ABSTRACT FROM AUTHOR]

Worldwide school closures and remote learning have been implemented during the COVID-19 pandemic. These measures' impact on young populations' academic achievements is unclear. This study (N = 1,736, ages 14–20 years, 53% female, and Chinese) analyzed academic examination scores for students at a high school in Eastern China between January and July 2020. Results showed that overall, students' academic achievements appeared to be negatively affected amid a school closure. More importantly, students' self-control was introduced as a moderating factor that partially accounted for this difference in the context of remote learning at home. These findings extended our understanding of school closures' unequal impact on young populations. Education and social policies should respond to these challenges during times of crisis. [ABSTRACT FROM AUTHOR]

It's been more than two years and the world is still struggling with the COVID-19 pandemic, which has tested the health and education system of almost every country and has resulted in the worst crisis ever. Children and youths all over the world have suffered the most due to partial and or complete closure of schools and will remember this dramatic experience for the rest of their lives. The present review briefs some of the impacts of the COVID-19 pandemic on the education system and children and youths worldwide. The literature was searched from governmental, non-governmental agencies including UNICEF, UN, UNESCO, WHO, UNFPA, OECD, CARE, ITU, World Economic Forum, and many English peer-reviewed journals, using PubMed/MEDLINE, SCOPUS, Web of Science, Science Direct databases. Literature from the COVID-19 pandemic onset till May 2022 about the impact of school closure on children and adolescents was searched. Present review observed that COVID-19 pandemic-related school closure has resulted in the loss of education for many students worldwide. They have lost a safe environment, the support of peers and teachers, and a source of nutrition. Though COVID-19 has many negative impacts on education, it has also opened innovative ways of teaching that will help in developing a better and student-friendly curriculum. School closure has not only disrupted the education of children and adolescents, but has also pushed them into poverty, malnutrition, mental illness, child marriages, teenage pregnancies, and sexual, physical, and emotional violence, which needs urgent attention. [ABSTRACT FROM AUTHOR]

Abstract Objective: To identify temporal patterns of sleep and eating among school-age children during school closure due to the COVID-19 pandemic and to examine their associations with lifestyle behaviours and dietary intake. Design: In this cross-sectional study, questionnaires were used to assess sleep and eating times, lifestyle behaviours and dietary intake during school closure. Latent class analysis was performed to identify temporal patterns of sleep and eating based on self-reported clock times for wake-up, going to bed and eating meals. Lifestyle behaviours and dietary intake were compared between latent classes. Setting: Forty-eight primary and secondary schools in Japan. Participants: Totally, 6220 children (aged 8–15 years). Results: Four patterns, labelled ‘Very early (20 % of children)’, ‘Early (24 %)’, ‘Late (30 %)’ and ‘Very late (26 %),’ were identified and ordered according to the circadian timing. Latter patterns were characterised by later timings of sleep and eating, especially in clock times for wake-up, breakfast and lunch compared with earlier patterns. Children with latter patterns had a less physically active lifestyle, longer screen time (≥4 h/d), shorter study time (

Students with disabilities generally experience educational inequities around the world. The coronavirus 2019 (COVID-19) pandemic likely exacerbated these inequities in access, resources, and support as schools shut down to mitigate the spread of the disease. Although some research has explored disparities between students with and without disabilities during the pandemic, limited research has explored this issue from the perspective of students across multiple countries. Therefore, we conducted a secondary analysis of the UNESCO Responses to Educational Disruption Survey student questionnaire administered to eighth graders in five countries to investigate changes in the educational experiences of students with disabilities during COVID-19 school disruptions and differences between these experiences and the experiences of students without disabilities during these disruptions. Specifically, we aimed to understand how students with disabilities' perceptions of their educational experiences changed during disruptions and varied from those of students without disabilities. Contrary to previous research, our findings revealed that students with disabilities generally reported positive experiences to a greater extent than students without disabilities. We discuss the implications of these findings and areas for future research beyond the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Background: The direct and indirect effects of the COVID‐19 pandemic on children and youth people are well documented. Little is known about children's experiences of the pandemic in their own words. We aimed to explore Turkish children's experiences and views about the pandemic, across private and public educational systems. Methods: Six focus group discussions were conducted online with 30 children aged between 7 to 18 years in 2021. Children were enrolled through snowball sampling technique according to developmental age groups. A thematic analysis was conducted. Results: We identified five themes: Compliance with public health measures about preventing the spread of COVID‐19, changes in daily routines, emotional responses to the pandemic, distance education, and adaptive responses. Overall, children were well informed and receptive to the public health preventive measures with the exception of older children's tendency to disregard physical distancing with friends. They reported frustration with those who did not comply with measures and believed that the authorities should strictly enforce public health requirements. Emotional responses comprised fear of family members and themselves being infected, anxiety produced by the uncertainty of the virus, and the loss of social support. There was a perceived disparity between students from public and private schools regarding academic self‐competence. Positive aspects of the pandemic included positive interactions with family members and the acquisition of new hobbies. Although most children acknowledged the support of their parents to deal with challenges, children of health workers were particularly isolated in terms of emotional support. Conclusion: Our findings offer additional insights and validate previous research on the negative and positive effects of COVID‐19 from the child's perspective across private and public educational systems. This study contributes to global advocacy efforts aimed at understanding the impact of the pandemic on children. [ABSTRACT FROM AUTHOR]

Background: The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of individuals developing eating disorders and has exacerbated existing eating disorders. This observational study investigated the impact of the COVID-19 pandemic on patients with clinical and subclinical eating disorders. Methods: This study was conducted over a period of four years: two years before and after the onset of the COVID-19 pandemic in Japan. We recorded the number and types of consultations provided by the Eating Disorder Treatment and Support Center coordinator. For subgroup analysis, data were classified by age, body mass index, and source of consultation, including patients, families, and personnel. The Seasonal Decomposition of Time Series by Loess was used for time series analysis. Results: The total number of consultations increased after the start of the pandemic and peaked around the beginning of 2022, before subsequently falling despite the increase in the number of COVID-19 infections. A similar trend was observed in patients aged 10–29 years. The study period coincided with social isolation and school/college/university closures. Conclusions: The number of eating disorder consultations increased after the start of the pandemic. Although COVID-19 infections persisted, the pandemic's impact was transient. [ABSTRACT FROM AUTHOR]

The purpose of the paper is twofold: first, to explore the behavioral problems among the students in public schools after (18) months of closures due to the Corona epidemic from the teachers' viewpoint, and second the differences at that level according to the school stage and gender variables. To achieve this, the researchers used the descriptive approach on a sample of 1,214 teachers (552 Males and 662 Females). Due to curfew in the country and to reduce face-to-face interaction, an electronic questionnaire was built using (the Google questionnaire), which consists of (19) paragraphs that deal with the students' behavioral problems after returning to face-to-face. To achieve the study's objectives, the researchers used means, standard deviations, Alpha Cronbach coefficient, Two Way-ANOVA, and the Scheffe test using SPSS version 24 with a confidence level of 95% (P < 0.05). The study results showed that the level of students' behavioral problems was high (3.80). In addition, there are no statistically significant differences in the students' behavior levels after returning to face-to-face education, according to the gender variable. But there are significant differences according to the educational stage and in favor of the secondary school stage. With regards to the study's results, the researchers recommend working to develop strategies and treatment plans to help students modify their negative behaviors resulting from distance education. [ABSTRACT FROM AUTHOR]

We study geographic political representation and geographic distribution of local public goods within local jurisdictions with at-large proportional representation elections. We use detailed geo-coded data on politicians, the electorate, and elementary schools. Descriptive analysis reveals that poorer neighborhoods are underrepresented and that local politicians have a strong support base in their home neighborhoods. Based on randomized election outcomes due to personal vote count ties, geographic representation has a causal effect on school closures. The probability of closure is cut in half when a candidate living close to the school is randomly elected. High-income residents react to closures by moving away from the neighborhood, thus reinforcing segregation. [ABSTRACT FROM AUTHOR]

The purpose of this research is to explore the effect of school closure during the economic and health crises on the learning loss of mathematics concepts of secondary students in public and private schools in Lebanon. This mixed research study used concurrent exploratory design involving quantitative data collection through teachers' questionnaires and qualitative through a comparison of the official examinations in mathematics and CERD documents before and after the crisis. Data analysis was conducted along descriptive and inferential statistics for the questionnaire while document analysis was used to compare suspended concepts between 2019-2022 as well as a thorough analysis of the official exams for grade 12 - General Sciences. A parallel study following the same methodology was implemented for biology. The results showed that there is a significant learning loss in mathematics content along the three targeted years. The official national exams analysis grounded on Bloom's taxonomy showed a decline in quality. Based on the teachers' perspectives, there is a discrepancy between learning loss in private and public schools as well as between different regions. The results of this study will inspire the policymakers to implement plans for remedy and holistic measures for mathematics learning loss. [ABSTRACT FROM AUTHOR]

Background: Characteristics of children with severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) in Taiwanese households is nascent. We sought to characterize SARS-CoV-2 infection, and estimate the relative risk of infection among children within households during school closures in Taipei and New Taipei City. Methods: We reviewed consecutive children below 18 years presenting to our emergency department from May 18, 2021 to July 12, 2021 who underwent real-time reverse-transcription polymerase chain reaction (rRT-PCR) for SARS-CoV-2 from respiratory swabs. Demographics, symptoms, and contacts were captured from medical records. Household contact was defined as an individual with confirmed COVID-19 living in the same residence as the child. Results: Among 56 children with SARS-CoV-2, twenty-five (45%) were male with mean age of 7.9 years. Symptoms were nonspecific, with 29% having fever, 32% having cough, and 48% were asymptomatic. The median cycle threshold (Ct) value of SARS-CoV-2 rRT-PCR was 25 (range 11–38). All 56 children reported 94 contacts with a COVID-19 patient, of which 99% were household contacts. The relative risk of infection was 8.5 (95% CI 5.0–14.7) for children whose parent(s) were COVID-19 patients, and 7.3 (95% CI 4.9–11.0) for children whose household grandparent(s) were patients, as compared to children without respective contacts. Children without COVID-19 contacts were all tested negative. Conclusions: During school closures in Taipei and New Taipei City, children with SARS-CoV-2 infection in our cohort had one or more COVID-19 contacts, mostly within their households. While diagnosing pediatric COVID-19 is challenging as children were often asymptomatic, those without contacts were likely uninfected.

During the pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), mitigation policies for children have been a topic of considerable uncertainty and debate. Although some children have co-morbidities which increase their risk for severe coronavirus disease (COVID-19), and complications such as multisystem inflammatory syndrome and long COVID, most children only get mild COVID-19. On the other hand, consistent evidence shows that mass mitigation measures had enormous adverse impacts on children. A central question can thus be posed: What amount of mitigation should children bear, in response to a disease that is disproportionally affecting older people? In this review, we analyze the distinct child versus adult epidemiology, policies, mitigation trade-offs and outcomes in children in Western Europe. The highly heterogenous European policies applied to children compared to adults did not lead to significant measurable differences in outcomes. Remarkably, the relative epidemiological importance of transmission from school-age children to other age groups remains uncertain, with current evidence suggesting that schools often follow, rather than lead, community transmission. Important learning points for future pandemics are summarized.

The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers’ perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study’s findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as significant challenges. Findings also revealed that a small percentage of the participants, less than 12 (9.7%) teachers in this study preferred to teach entirely in an online learning environment. The results of multiple linear regression suggested that only technological pedagogical knowledge (TPK) [t = 2.68, p = .008, β = .236] and perceived information technology proficiency of teachers (PITP) [t = 3.55, p = .001, β = .306] were statistically significant predictors of technological knowledge (TK).

While children and adolescents' education has been significantly affected during the COVID-19 pandemic and school closures, how they are impacted remains unknown. Based on Bourdieu's theory, this paper aims to examine whether cultural capital mediates the association between economic capital and academic achievement during the crisis. Using a longitudinal dataset from the Chinese high school and the moderated mediation model, the result showed that economic capital had a total effect on academic achievement, especially on the students' academic ranks. Meanwhile, economic-related inequality in education seemed to be mediated by cultural capital. Interestingly, the finding further indicated that the indirect effect was mainly attributable to exam-oriented cultural capital, compared with quality-based cultural capital. we discussed the theoretical contributions and policy implications in the end. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a national survey of over 3400 teachers across all phases of education in England, 10 weeks into school closure. In this paper we report on the teachers’ experiences and their testimonies of the effects of the lockdown on their wellbeing as they navigate the situation, trying to cope with teaching and adjusting to the use of new technology to deliver lessons in the confines of their home. We present their voices as they related their experiences and emotions in real time as the event unfolded. Teachers reported an increased workload with a proportionately large amount of time spent on administrative duties and planning, but less on actual teaching. On average, these teachers spent 15 h a week marking during the lockdown. Under half of the respondents said they felt happy and cheerful often, while only 17% said they did not feel this way often. Almost all teachers said they felt that what they were doing was important and worthwhile. The most common emotions expressed by teachers were fear, isolation, neglect, anxiety, and confusion. The inconsistency and lack of clarity of government guidelines added to teachers’ anxiety. The negative media portrayal of teachers did not help. The majority of teachers reported little previous experience in online teaching and only a quarter were confident in using edtech to deliver remote teaching. Only a third of teachers said they were adequately supported for online teaching. This has implications for future teacher development and initial teacher training. However, there were equally numerous positive experiences reported by teachers. Active support from parents and consistent school-home communication were seen as important in ensuring students’ continued engagement with learning. These lessons are beneficial in supporting the long-term sick and school refusers post-lockdown.

Objective: to determine the impact of COVID-19 on mental health care service provision and the pattern of morbidity presenting to out-patient child psychiatry services in Pakistan. Study Design: Cross-sectional study. Place and Duration of Study: Child and Adolescent Mental Health Unit, Institute of Psychiatry, Rawalpindi Pakistan, Medical university, from Jan 2019 to Dec 2020. Methodology: Hospital records for the years 2019 and 2020 were used to get data on the total number of Out-Patient Department (OPD) visits in both years, and Departmental OPD records were used to extract data on all new patients. Results: Two thousand two hundred thirty-two OPD visits were recorded in 2019 versus 536 in 2020, a 76% decline. Eight hundred fifty-six new patients were seen in 2019 vs 259 in 2020. The detailed OPD record analysis revealed that the predominant age group reporting was adolescents in both years. 377(44%) patients reported with behavioural problems in 2019 vs 138(53.3%) in 2019. Pharmacological management plans were used in 138(16.1%) in 2019 vs 66(25.5%) in 2019. Common Diagnoses seen in both years were not significantly different, (p=0.087). OPD records were found to have an increase in the “not mentioned category”, thus reflecting declined quality of record keeping. Conclusion: The COVID-19-related lockdown and pandemic led to a sharp decline in out-patient visits and deterioration and record-keeping quality. The number of children and adolescents presenting with behavioural problems increased, but the common diagnoses remained similar. Keywords: COVID-19, Child and adolescent mental health service, Child psychiatry, Pandemic, School closure.

Governments worldwide have introduced various programmes to facilitate distance learning in home settings during the COVID-19 school closure. However, given cross-country variations in state capacity, these schemes differ significantly in design, delivery and coverage. Within-country variation in poverty and home conditions also create added challenges for home-schooling programmes. Therefore, case studies examining country-specific initiatives are necessary. To this end, this paper examines the Pengajaran dan Pembelajaran di Rumah (PdPR) in Malaysia, an upper-middle-income country with high Internet coverage and a low level of extreme poverty. Data come from a purposefully designed nationwide social media survey on secondary school children conducted in January 2021. Under the PdPR scheme, the government created various technology-based platforms to ensure online learning. By way of studying children's participation in educational activities during school closure, this paper presents a descriptive assessment of PdPR. We first develop a conceptual framework to summarize the initiative. Then we examine the scheme in three aspects: the regularity of online lessons offered by school authorities; the extent of use of specific components and the medium of access of PdPR by learners; and their subjective evaluation of and difficulties faced with online schooling. Data confirm a significant socio-economic divide by income and location in access to EdTech as well as home support provisions. Most importantly, online lessons are irregular, and a significant proportion of students find online programmes challenging to follow. Given the dissatisfaction, most prefer to return to onsite education once schools reopen. [ABSTRACT FROM AUTHOR]

This article highlights the acclaim, struggles, and ultimate closure of a Detroit public school for pregnant and parenting teens that was shuttered despite national commendation, community protests, for-profit charter conversion, and a civil rights lawsuit. Authors analyze discourse from educational, media, and legal data sources to offer a critical policy analysis of the school's closure trajectory. Authors suggest how the effects of state decision making, restricted student agency, and waning legal protection fueled public educational disenfranchisement rather than boosted educational access and equity. Implications regarding school closure policy reform, community coalition building, and renewed legal protections in urban education are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine where and with whom adolescents spent time during the first months of the COVID-19 pandemic compared to 2019. Time diary data from the May 2019 to December 2020 waves of the American Time Use Survey were used to examine trends in where and with whom a sample of individuals aged 15–18 years (N = 437) spent their time. Only 13% of adolescents spent any time at school on a given day during the pandemic (May-December 2020), compared to 36% in the same period in 2019. Average time with friends decreased by 28%. Over the 7.5-month period, this amounts to an average of 204 fewer hours/34 fewer days in school and 86 fewer hours with friends. Time spent sleeping or sleepless did not change. Time at school and with friends decreased substantially during the first months of the pandemic. [ABSTRACT FROM AUTHOR]

Objective: To identify temporal patterns of sleep and eating among school-age children during school closure due to the COVID-19 pandemic and to examine their associations with lifestyle behaviours and dietary intake. Design: In this cross-sectional study, questionnaires were used to assess sleep and eating times, lifestyle behaviours and dietary intake during school closure. Latent class analysis was performed to identify temporal patterns of sleep and eating based on self-reported clock times for wake-up, going to bed and eating meals. Lifestyle behaviours and dietary intake were compared between latent classes. Setting: Forty-eight primary and secondary schools in Japan. Participants: Totally, 6220 children (aged 8–15 years). Results: Four patterns, labelled 'Very early (20 % of children)', 'Early (24 %)', 'Late (30 %)' and 'Very late (26 %),' were identified and ordered according to the circadian timing. Latter patterns were characterised by later timings of sleep and eating, especially in clock times for wake-up, breakfast and lunch compared with earlier patterns. Children with latter patterns had a less physically active lifestyle, longer screen time (≥4 h/d), shorter study time (<2 h/d) and more frequent skipping of breakfast and lunch than those with earlier patterns. In addition, children with latter patterns had lower intakes of several vitamins, vegetables, fruits, fish and shellfish and dairy products and higher intakes of sugar and confectionaries and sweetened beverages. Conclusion: More than half of the participants had later wake-up, breakfast and lunch during school closure, which was associated with more unfavourable lifestyles and dietary intakes. [ABSTRACT FROM AUTHOR]

School closures due to the coronavirus disease 2019 (COVID-19) pandemic have worsened mental health problems for children and adolescents worldwide. We aimed to examine the follow-up effectiveness of a transdiagnostic universal prevention program for anxiety of junior high school students after a nationwide school closure during the COVID-19 outbreak in Japan. A total of 117 junior high school students were included in the analysis. We used the Unified Universal Prevention Program for Diverse Disorders (Up2-D2) program; the Up2-D2 comprises cognitive-behavioral and positive psychological interventions provided over twelve 45-minute sessions. The program was originally implemented between June and July 2020, immediately after pandemic-related school closures had ended in Japan. The program assessments were based on students' responses to a questionnaire incorporating five scales to measure indicators such as internalizing and externalizing problems. Assessments were carried out before, immediately after, two-month, and six-month after implementing the program. Mixed models for the whole sample showed small anxiety improvement effects immediately post-intervention and two-month, and six-month assessments (g = -0.25, g = -0.44, and g = -0.30, respectively). The anxiety reducing effects were even greater for the higher-anxiety group at the post-, 2-month, and 6-month assessments (g = -1.48; g = -1.59; g = -1.06, respectively). Although there was no control group, these results indicate that the transdiagnostic universal prevention intervention reduce only anxiety, but not other outcomes (depression, anger, and self-efficacy) in junior high students returning to school following school closures related to the COVID-19 pandemic in Japan. [ABSTRACT FROM AUTHOR]

Background: Social restrictions during the COVID-19 pandemic had a major impact on the mental health of children. Yet, analyses on the mental health of younger children in the later course of the pandemic are scarce. The present study assessed 8- to 11-year-olds' internalising disorder symptoms during the last three weeks, from the third week of February through to the first week of March, of the 2021 national lockdown. Method: One hundred and forty-five pupils, including a subset of keyworkers' children who had face-toface schooling, completed the validated Revised Child Anxiety and Depression scales, items on COVID-related stress at home, and evaluations of home-learning and school's measures for reopening. Results: Symptoms increased with age in months and/or number of siblings. Girls reported more symptoms and home stress than boys did. Pupils who had face-to-face schooling were more satisfied with school measures and less satisfied with home learning compared with those who only had home learning. Hierarchical regression analyses corroborated the contributions of sociodemographic characteristics and found that home stress and school measures evaluations were associated most with major depression, generalised anxiety, and social phobia. Conclusion: Findings can contribute to mental health practice by promoting school communications and family and educator awareness of stressors, vulnerabilities and symptoms to boost pupils' readiness for school returns. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and particularly, mitigation measures taken by government institutions in Mexico, such as the closure of all schools at all levels of education, have brought strong regressive consequences in terms of both education and gender equality. In this paper, we start from a theoretical framework of gender and family to analyze, along with the negative repercussions of this measure (especially for women and children), an embodied experience of upbringing and community education in Mexico. This experience seeks to preserve educational and labor rights violated by school closures such as sociability, guardianship and custody of minors, the right to a life free of violence, work-life balance, among others. Our aim is to suggest some keys for an ecofeminist and community solution to the education crisis in this country. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background This study aimed to examine whether the extended use of a variety of digital screen devices was associated with lower economic status and other environmental factors among Korean elementary school children and their caregivers during school closures precipitated by the coronavirus disease 2019 (COVID-19) pandemic. Methods A total of 217 caregivers of children 7–12 years of age from Suwon, Korea, were recruited and asked to respond to a self-administered questionnaire in June 2020. The questionnaire addressed demographic information and children’s use of digital media, in addition to their caregivers. The t-test was used for continuous variables, and the Kruskal-Wallis test was used for variables measured on an interval scale. A multiple regression analyses were performed to examine the effects of significant correlative factors on screen time in children as predictors. Results Children with lower household incomes demonstrated a higher frequency and longer duration of smartphone and tablet personal computer use compared to those from higher income households. Children of households in which incomes decreased after COVID-19 used smartphones and tablet PCs more often and for longer durations. Children from households that experienced decreased income(s) after COVID-19 used personal computers more often and for a longer duration, and children from low-income families engaged in longer screen time on smartphones. A change in primary caregiver(s) may have increased children’s screen time on smartphones. Conclusion Lower household income was associated with longer screen time among children, and poor mental health among caregivers during school closures precipitated the COVID-19 pandemic.

Studies have shown that COVID-19 school closures negatively impacted children’s well-being. We assessed the impact of school closures on children in Japan. We postulated that screen time and sleep habits during school closure would be associated with children’s mental health status.

The COVID-19 pandemic caused serious disruptions in the school systems throughout the world. In this work we look at the effect that the pandemic had in non-cognitive skills of students in Mexico. Few studies have looked at this relationship and the studies available have looked at the effects on children in high-income countries. Our results show that growth mindset declined, while social awareness and self-management improved during the pandemic. The negative effects on growth mindset are certainly a reason for concern, while the improvement on the other measures can be seen as a silver lining amidst the chaos created by the pandemic.

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The effect of school closure on the spread of COVID‐19 has been discussed intensively in the literature and the news. To capture the interdependencies between children and adults, we consider daily age‐stratified incidence data and contact patterns between age groups which change over time to reflect social distancing policy indicators. We fit a multivariate time‐series endemic–epidemic model to such data from the Canton of Zurich, Switzerland and use the model to predict the age‐specific incidence in a counterfactual approach (with and without school closures). The results indicate a 17% median increase of incidence in the youngest age group (0–14 year olds), whereas the relative increase in the other age groups drops to values between 2% and 3%. We argue that our approach is more informative to policy makers than summarising the effect of school closures with time‐dependent effective reproduction numbers, which are difficult to estimate due to the sparsity of incidence counts within the relevant age groups. [ABSTRACT FROM AUTHOR]

Little is known about the individual differences in student experiences and expectations of the COVID-19 crisis and the resulting school closures. Yet, as the crisis may have uniquely impacted students, knowledge about their personalities is highly relevant. In a sample of 347 Flemish students, this study explored the association between personality traits and differences in responses to the crisis. The Big Five personality traits of students were assessed in January 2020, prior to the COVID-19 outbreak. Students were reassessed in June 2020 with a set of items related to well-being, remote learning, and family and social life. The results suggested that more conscientious students (showing a better perception of remote learning) and more open students (considering the period as an opportunity to learn new skills) adjusted well to the changes induced by the crisis. On the contrary, students high in neuroticism (showing higher stress levels) were harmed. [ABSTRACT FROM AUTHOR]

This article describes the socio-psychological effects of school closure on school-going urban girls in Dhaka, Bangladesh, during the Covid-19 pandemic. It illustrates the life of urban students in Bangladesh during the school-closing time and relates it to their previous normal life. It asserts that the strengths of traditional schools have important relevance to socialization, which was significantly disturbed during the pandemic due to home confinement. Based on both qualitative and quantitative data, the following components led to an understanding of the schools' role in the socialization of urban female students in Bangladesh: emotional attachments, interpersonal interactions, and physical activity. During confinement, the absence of these components put the students' socialization process at risk, resulting in socio-psychological changes in activities and behavioral patterns. Finally, the article recommends not considering online classes as the "new normal"; working toward vaccination and obtaining suitable health equipment for the reopening of traditional schools will do more to ensure the socio-psychological health of future generations. [ABSTRACT FROM AUTHOR]

The outbreak of Covid-19 worldwide has presented an unprecedented challenge for the equity-in-education agenda, especially in developing countries of the Global South (e.g., the English-speaking Caribbean). This article examines the impact school closures have had in Jamaica and Barbados, and highlights the emerging disparities the global pandemic has had on education. The central organizing questions are as follows: Who was affected by school closures in Barbados and Jamaica? How did the Ministries of Education (MOEs) support curriculum and instruction during the pandemic? What challenges does Covid-19 present for MOEs? What are the implications for education after Covid-19? School closure data suggest a gender disparity, with more males than females out of school due to Covid-19 from preprimary to secondary school in Barbados and Jamaica. MOEs in the region responded to school closures primarily by increasing access to technology to facilitate remote learning. Some of the challenges with continuing education for students during Covid-19 were due to a lack of infrastructure and amenities to support remote learning. Implications for education post-Covid-19 are considered. [ABSTRACT FROM AUTHOR]

COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries. [ABSTRACT FROM AUTHOR]

Aim: During the coronavirus disease 2019 pandemic, the governments of many countries responded to high levels of infection with lockdowns. As a result, some children were reported to experience weight gain. The aim of the present study was to examine the impact of school closures on body mass index (BMI) in Japanese children.Methods: This was a retrospective study of students enrolled in the participating schools (6- to 11-year-old elementary school students and 12- to 14-year-old junior high school students) between 2015 and 2020. Using school health check-up data, annual changes in the BMI standard deviation score (ΔBMI-SDS) were calculated. We compared ΔBMI-SDS in 2019-2020 with the corresponding control years.Results: 19 565 children with complete data were included in the analysis. Median ΔBMI-SDS in 2019-2020 were 0.24-0.35 in elementary school boys, 0.10-0.13 in junior high school boys, -0.02 to 0.15 in elementary school girls and -0.14 to -0.10 in junior high school girls. In comparison with every control year, ΔBMI-SDS in 2019-2020 were significantly higher in elementary school boys (control years: -0.07 to 0.14) and junior high school boys (control years: -0.04 to 0.06), and significantly lower in junior high school girls (control years: -0.06 to 0.09).Conclusion: BMI-SDS increased significantly in elementary and junior high school boys, but decreased significantly in junior high school girls. The pandemic appears to have had an impact on Japanese children that was different from other countries. [ABSTRACT FROM AUTHOR]

Abstract Background School closure is a common mitigation strategy during severe influenza epidemics and pandemics. However, the effectiveness of this strategy remains controversial. In this study, we aimed to explore the effectiveness of school closure on seasonal influenza epidemics in provincial-level administrative divisions (PLADs) with varying urbanization rates in China. Methods This study analyzed influenza surveillance data between 2010 and 2019 provided by the Chinese National Influenza Center. Taking into consideration the climate, this study included a region with 3 adjacent PLADs in Northern China and another region with 4 adjacent PLADs in Southern China. The effect of school closure on influenza transmission was evaluated by the reduction of the effective reproductive number of seasonal influenza during school winter breaks compared with that before school winter breaks. An age-structured Susceptible-Infected-Recovered-Susceptible (SIRS) model was built to model influenza transmission in different levels of urbanization. Parameters were determined using the surveillance data via robust Bayesian method. Results Between 2010 and 2019, in the less urbanized provinces: Hebei, Zhejiang, Jiangsu and Anhui, during school winter breaks, the effective reproductive number of seasonal influenza epidemics reduced 14.6% [95% confidential interval (CI): 6.2–22.9%], 9.6% (95% CI: 2.5–16.6%), 7.3% (95% CI: 0.1–14.4%) and 8.2% (95% CI: 1.1–15.3%) respectively. However, in the highly urbanized cities: Beijing, Tianjin and Shanghai, it reduced only 5.2% (95% CI: -0.7–11.2%), 4.1% (95% CI: -0.9–9.1%) and 3.9% (95% CI: -1.6–9.4%) respectively. In China, urbanization is associated with decreased proportion of children and increased social contact. According to the SIRS model, both factors could reduce the impact of school closure on seasonal influenza epidemics, and the proportion of children in the population is thought to be the dominant influencing factor. Conclusions Effectiveness of school closure on the epidemics varies with the age structure in the population and social contact patterns. School closure should be recommended in the low urbanized regions in China in the influenza seasons. Graphical abstract