COVID-19 in children: what did we learn from the first wave?

Bogiatzopoulou, Aliki; Mayberry, Huw; Hawcutt, Daniel B; Whittaker, Elizabeth; Munro, Alasdair; Roland, Damian; Simba, Justus; Gale, Chris; Felsenstein, Susanna; Abrams, Elissa M.; Jones, Caroline B.; Lewins, Ian; Rodríguez-Martínez, Carlos; Fernandes, Ricardo M; Stilwell, Philippa Anna; Swann, Olivia; Bhopal, Sunil; Sinha, Ian; Harwood, Rachel

doi:10.1016/j.paed.2020.09.005

Cited by 14 publications

(31 citation statements)

References 43 publications

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“…When one focuses on well-being, there are nearly 100 papers on this age group. The research has been described in several review articles [42][43][44][45][46][47][48], and the research can be summarized as follows. The Pandemic led to most schools closing, cancelled lessons, and a move to home-based or online learning.…”

Section: The Present Study: Post Covid Lockdownmentioning

confidence: 99%

“…The impact of the Pandemic on the economic and social well-being of children cannot be ignored, and in some countries may include food insecurity and care of ill family members [46]. Indeed, it was only after the first wave of the Pandemic that knowledge has been consolidated to address the development and delivery of essential services for the well-being of children [47]. A systematic review of Covid-19 and children's health-related quality of life (HRQol) identified six relevant studies, including 3177 children or adolescents [48].…”

Section: The Present Study: Post Covid Lockdownmentioning

confidence: 99%

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The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

Smith

James

2021

JESBS

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Background: There has been considerable research on the well-being of secondary school students, most of which focuses on health-related behaviour or mental health issues. The well-being process model provides a framework that examines predictors of positive and negative well-being outcomes. The model has been validated in many studies of workers and university students. The present study examined the model's applicability to secondary school students whose education is conducted through the medium of the Welsh language. COVID-19 has disrupted education and well-being, and the present study presents profiles of well-being before and after the first COVID-19 lockdown in Wales. Aims: The first aim was to examine the applicability of the well-being process model to secondary school students. A second aim was to study students where teaching was in the Welsh language. Finally, the research examined the impact of the COVID-19 lockdown and identified predictors of current well-being after lockdown and the long term implications of COVID-19. Methodology: The research was carried out with the informed consent of the volunteers and approved by the School of Psychology, Cardiff University ethics committee. The participants were 214 students (111 males), and they represented each year group. An online survey was carried out, and the pre-COVID-19 associations between the well-being process predictor variables and outcomes were examined using regression analyses. Predictors of current and long-term well-being post-lockdown were also examined. Results: The data relating to the pre-COVID 19 periods confirmed that positive well-being was predicted by high scores for psychological capital and social support. Daytime sleepiness was negatively associated with positive well-being. Stress at school was predicted by high student stressors, negative coping, social support and low psychological capital scores. Post-lockdown well-being was predicted by psychological capital and negatively associated with academic stress and fear of infection, and the stress of isolation. The longer-term negative impact of COVID-19 was predicted by problem-focused coping, fear of infection, and social isolation. Conclusion: The results confirmed the applicability of the well-being process model to Welsh secondary school students. Lockdown during COVID-19 affected well-being, with the risk of infection and the stress of isolation and academic stress being the major negative influences.

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Section: The Present Study: Post Covid Lockdownmentioning

confidence: 99%

Section: The Present Study: Post Covid Lockdownmentioning

confidence: 99%

The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

Smith

James

2021

JESBS

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“…COVID-19 disease is less common in children than adults [1,2]. The lower incidence of COVID infection in children may be explained by the lower expression of Angiotensin Converting Enzyme 2 (ACE2) and TMORSS2 (protease) in alveolar epithelial cells in children in comparison to adults and decreased viral transmission [2][3][4]. The higher rates of infection seen in infants may be due to their immature immune system, which not only increases their risk of infection, but also makes vaccination less effective [1,3].…”

Section: Introductionmentioning

confidence: 99%

COVID-19 Transmission in Children: Implications for Schools

Mendoza-Torres¹,

Torres²,

Rosales-Rada³

et al. 2022

Primary Health Care

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The COVID-19 pandemic poses multiple issues of importance to child health including threats to physical health and disruption of in-school learning. This chapter reviews what is currently known about COVID-19 epidemiology, presentation, pathophysiology, case definitions, therapies, and in-school transmission in children. COVID-19 has some unique characteristics in children including the rare yet severe Multisystem Inflammatory Syndrome in Children (MIS-C) that may be related to acquired immune responses. There are limited studies to date to define therapeutic guidelines in children, however consensus recommendations from multiple organizations are summarized including the use of immunomodulatory therapies (intravenous immunoglobulin, steroids, anakinra and tocilizumab), antiplatelet (aspirin) and anti-coagulant (low molecular weight heparin) therapies. Finally, considerations for safe return to the classroom are discussed including strategies for optimized student to teacher ratios, hand washing, social distancing, sibling pairing and staged re-opening strategies.

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“…It is characterized by fever, abdominal pain, gastrointestinal and cutaneous symptoms, and hemodynamic alterations. Since late April 2020, there has been an increasing number of worldwide reports of children with MIS-C. 1 , 2 , 3 , 4 , 5 …”

Section: Introductionmentioning

confidence: 99%

First Tunisian cluster admissions of critically ill patients with multisystem inflammatory syndrome in children (MIS-C)

Borgi

Khadhraoui

Louati

et al. 2021

Mediterr J Hematol Infect Dis

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Background: Multisystem inflammatory syndrome in children (MIS-C) is a new serious emerging disease that is temporally related to previous exposure to coronavirus infection disease (COVID-19). Aim: To describe the clinical features, laboratory findings, therapies and outcomes for the first Tunisian cluster admissions of critically ill children with severe MIS-C. Methods: Retrospective study conducted between 01 November and 30 November 2020 We included 8 children aged less than 15 years who were admitted to our pediatric intensive care and met the criteria for MIS-C according to the WHO definition case. We reviewed the medical records of all patients to collect demographic and clinical data, severity scores, laboratory test results, echocardiographic findings, treatment, and outcomes. Results: All children were previously fit and well. Seven patients were boys. Known exposure to COVID-19 was reported in 4 cases. Fever and gastrointestinal symptoms were reported in all cases. Five patients had marked abdominal pain and were examined by the surgeon for a possible appendicitis. Seven patients had diarrhea. On examination, we found a rash (n=7), a conjunctivitis (n=7), a cheilitis (n=5) and a meningism (n=3). We reported cardiac dysfunction in 7 cases and a shock with hypotension in 3 cases. All patients received immunoglobulins, methyl prednisolone and a low dose of aspirine. No deaths occurred. Conclusion: We reported here the first Tunisian cluster admissions of 8 critically ill children with MIS-C to highlight the increase of a new severe emerging disease with an evidence of prior COVID-19 infection in older children.

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COVID-19 in children: what did we learn from the first wave?

Cited by 14 publications

References 43 publications

The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

COVID-19 Transmission in Children: Implications for Schools

First Tunisian cluster admissions of critically ill patients with multisystem inflammatory syndrome in children (MIS-C)

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