Prevalence of depression and its correlative factors among female adolescents in China during the coronavirus disease 2019 outbreak

Zhou, Jiaojiao; Yuan, Xiaofei; Han, Qin; Li, Rui; Li, Yaqiong; Huang, Huanhuan; Chen, Xu; Wang, Gang

doi:10.1186/s12992-020-00601-3

Cited by 71 publications

(109 citation statements)

References 20 publications

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“…The high school students reported increased feelings of "loneliness" and "boredom", as well as heightened levels of 'anxiety about the future effects of the ongoing COVID-19 pandemic' similar to what have been observed in previous studies (2,(4)(5)(6)(7)(8)(9)(10)(26)(27)(28)(29)(30). They also reported lower levels of positive affects, and higher levels of negative counterparts, compared to the previous studies investigating the adolescents prior to the pandemic (21)(22)(23)(24)(25).…”

Section: Discussionsupporting

confidence: 74%

“…We hypothesized that the impact would be greater among economically disadvantaged adolescents. While current data indicate that adolescents' psychological status and motivation are negatively affected by the pandemic and online education (2)(3)(4)(5)(6)(7)(8)(9)(10), to the best of our knowledge, data on cross-cultural differences and whether there are any differences among public versus private school students are largely missing. Therefore, in this study we aimed to analyze the effects of both the pandemic and distance learning on social and psychological status of high school students in Turkey, with special emphasis to see whether attending public or private school systems had an effect.…”

Section: Introductionmentioning

confidence: 92%

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Social and Psychiatric Effects of COVID-19 Pandemic and Distance Learning On High School Students: A Cross-Sectional Web-Based Survey Comparing Turkey and Denmark

Seyahi¹,

Özcan

Süt

et al. 2020

Preprint

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Objective: In this study we investigated the socio-psychological effects of both the pandemic and distance learning on high school students in Turkey and Denmark. We aimed to assess whether there were any differences a) between students attending public or private schools in Turkey and b) between two countries having different approaches to pandemic and considerable socio-cultural and economic differences. Methods: We conducted a web-based questionnaire study in a cross-sectional design using Survey Monkey platform and sent out via social media to high school students from Turkey and Denmark. The survey collected socio-demographic data, several variables associated with pandemic and distance education and their effects on social life and psychological status. Additionally, emotional status was assessed using positive (PA) and negative affects (NA) schedule (PANAS). The survey ran from July 3 and August 31 2020. Results: We studied 565 (mean age: 16.5±1.0) Turkish and 92 (mean age:17.7±1.0) Danish students, of whom the majority were female adolescents (63% vs 76%). Students educated in public (47.6%) and private high schools (52.4%) were nearly similar in number in Turkish group, whereas in the Danish sample almost all students were from public school (98.9%). Turkish students were significantly more likely to be compliant with the pandemic related restrictions. Besides that, there were significant socio-economic disparities between Turkish and Danish students and also within Turkey between public and private school students. Turkish online education system was significantly less adequate and satisfactory compared to the Danish system. These were even worse for those who were attending public schools in Turkey. Regardless of the socio-economic differences, the majority of the students in both countries has been negatively affected by the pandemic and related restrictions and had a negative opinion about distance education. This was also true for the PANAS scores. The total scores of PANAS were similar between Turkish and Danish students (PA: 27.0± 7.6 versus 25.8± 5.6; NA: 24.8±7.5 versus 24.5±7.3) and also within Turkey between public and private school students (PA: 26.8±7.5 versus 27.1± 7.6; NA: 24.7±7.2 versus 25.0±7.8). While female students were significantly more severely affected in the Turkish group, no such gender differences were observed in the Danish group. Additionally, considerable portion of the students in Turkey and Denmark expressed loneliness (55.2% vs 59.8%, p<0.706), boredom (71.2% vs 58.7%, p=0.019) and anxiety towards the future (61.4% vs 22.8%, p<0.001). Decreased physical activity, sleep problems, eating disorders and domestic abuse were other complaints. Conclusions: Adolescents from both countries have been severely affected by the pandemic and its related restrictions and expressed negative views about distance education. Turkish online education system seemed to be less satisfactory when compared to Danish system and within Turkey, public school students had significantly more disadvantages compared to those attending private schools. Despite the fact that there were several socio-economic inequalities among students, in general, there were no robust significant differences regarding psychological status and opinion about distance learning, indicating a global worsening of emotional status during pandemic.

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Section: Discussionsupporting

confidence: 74%

Section: Introductionmentioning

confidence: 92%

Social and Psychiatric Effects of COVID-19 Pandemic and Distance Learning On High School Students: A Cross-Sectional Web-Based Survey Comparing Turkey and Denmark

Seyahi¹,

Özcan

Süt

et al. 2020

Preprint

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“…Eight were from China, 45,50,68,70,72-74,77 7 from other low and middle-income countries (LMIC; Turkey, 58,79 Pakistan, 25 India, 28,65 Brazil, 55 Bangladesh 76 ) and 13 from Italy, 23,26,27,32,35,38,49,56,78,81,84-86 21 from the UK, 22,29-31,37,39-42,44,47,48,54,60,62-64,69,87,89,90 12 from the USA, 24,43,46,51,57,59,66,67,71,75,92,94 and 1 study each from Ireland, 88 France, 91 Germany, 93 Greece, 80 Spain, 61 Finland, 34 Slovenia, 33 Israel, 82,83 Australia, 52 Canada 53 and Japan. 36…”

Section: Resultsmentioning

confidence: 99%

Impacts of school closures on physical and mental health of children and young people: a systematic review

Viner

Russell

Saulle

et al. 2021

Preprint

102

101

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Background The well-documented links between education and health mean that school closures during the COVID-19 pandemic are likely to be associated with significant health harms to children and young people (CYP). A systematic review of the evidence is needed to inform policy decisions around school closures and re-openings during the pandemic. Methods We undertook a high-quality systematic review of observational quantitative studies (published or preprint) of the impacts of school closures (for any reason) on the health, wellbeing and educational outcomes of CYP, excluding impacts of closure on transmission of infection (PROSPERO CRD42020181658). We used a machine learning approach for screening articles, with decisions on inclusion and data extraction performed independently by 2 researchers. Quality was assessed for study type. A narrative synthesis of results was undertaken as data did not allow meta-analysis. Results 16,817 records were screened, of which 151 were reviewed in full-text and 72 studies were included from 20 countries. 33% were cohort studies using historical control periods; 19% pre-post studies; and 46% cross-sectional studies which assessed change by comparison with population reference data. 63% were high-quality, 25% medium-quality and 13% low-quality. Cause of closure in all studies was the first COVID-19 pandemic wave with the exception of 5 influenza studies and 1 teacher strike. 27 studies concerning mental health identified considerable impacts across emotional, behavioural and restlessness/inattention problems; 18-60% of CYP scored above risk thresholds for distress, particularly anxiety and depressive symptoms. Two studies reported non-significant rises in suicide rates. Self-harm and psychiatric attendances were markedly reduced, indicating a rise in unmet mental health need. Child protection referrals fell 27-39%, with a halving of the expected number of referrals originating in schools. 19 studies concerning health service use showed marked reductions in emergency department (ED) presentations and hospital admissions, with evidence of delayed presentations and potential widening of inequalities in vaccination coverage. Data suggested marked rises in screen-time and social media use and reductions in physical activity however data on sleep and diet were inconclusive. Available data suggested likely higher harms in CYP from more deprived populations. Conclusions School closures as part of broader social distancing measures are associated with considerable harms to CYP health and wellbeing. Available data are short-term and longer-term harms are likely to be magnified by further school closures. Data are urgently needed on longer-term impacts using strong research designs, particularly amongst vulnerable groups. These findings are important for policy-makers seeking to balance the risks of transmission through school-aged children with the harms of closing schools.

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“…While Spain established a stringent and wide-spread lockdown -lasting up to six weeks-to control the spread of the virus (see [2] and Figure1), many have raised concern regarding the putative consequences for mental health, particularly in vulnerable groups such as children and adolescents [1,4]. Early reports have revealed huge distress, anxiety and depression in some of these groups [5], but little is known about the psychological impact speci cally for youths [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, in the context of COVID-19, social isolation might worsen anxiety, depression and stress [4]. The rst COVID-19 studies in China found increased anxiety, stress, and depression symptoms in adolescent females, with a 39.5% of this population meeting criteria for clinical depression [7,8]. In another sample of children and adolescents, depression symptoms were signi cant on 22% of respondents, with greater risk associated with female sex, emotion-focused coping style and being an urban resident [23].…”

Section: Introductionmentioning

confidence: 99%

COVID-19 Pandemic: Increased risk for psychopathology in Children and Adolescents?

Via¹,

Estrada-Prat²,

Tor³

et al. 2020

Preprint

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COVID-19 pandemic is prompting multiple stressors -including control strategies such as lockdown- which may impact child and adolescent mental health. 1,529 caregivers answered an online questionnaire about emotional and behavioral symptoms of youths (4-18 years old) using the Pediatric Symptom Checklist (PSC). Percentage of above-the-risk-threshold PSC scores (PSC+) were compared with a baseline measure. Associations between lockdown PSC scores and selected variables were evaluated using a linear regression analysis. PSC+ significatively increased from 13% to 34.7%, baseline to lockdown, mostly driven by depression and anxiety symptoms and with greater risk at younger ages. Youths’ and parents’ positive mental health history additionally increased this risk. In children, caregivers’ stress and depression was the stronger predictor of lockdown PSC scores; in adolescents it was the coping style. These findings suggest a significant mental health impact on children and adolescents associated with COVID-19 pandemic response. Younger ages should be closely monitored.

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Prevalence of depression and its correlative factors among female adolescents in China during the coronavirus disease 2019 outbreak

Cited by 71 publications

References 20 publications

Social and Psychiatric Effects of COVID-19 Pandemic and Distance Learning On High School Students: A Cross-Sectional Web-Based Survey Comparing Turkey and Denmark

Social and Psychiatric Effects of COVID-19 Pandemic and Distance Learning On High School Students: A Cross-Sectional Web-Based Survey Comparing Turkey and Denmark

Impacts of school closures on physical and mental health of children and young people: a systematic review

COVID-19 Pandemic: Increased risk for psychopathology in Children and Adolescents?

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