Primary and middle-school children’s drawings of the lockdown in Italy

Capurso, Michele; Buratta, Livia; Mazzeschi, Claudia

doi:10.3389/fpsyg.2022.982654

Cited by 2 publications

(1 citation statement)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the literature there are interesting qualitative gender differences relating to the lockdown experience ( Capurso et al, 2023 ; Capurso et al, 2022 ): data report that females missed school, family and relatives, hanging out, and having direct contact with others more than males. Adolescent girls present higher emotional sensitivity to stressful life events, and consequently, they tend to report higher levels of attachment to peers and favour quality intimate relationships.…”

Section: Resultsmentioning

confidence: 99%

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Pediconi,

Brunori,

Romani

2023

Continuity in Education

View full text Add to dashboard Cite

The Corona Virus Disease of 2019 (COVID-19) pandemic has upset the students’ daily routine, forcing them at first into a sudden transition to distance learning and then to a return to school modelled on the basis of infection containment measures. The present research involved 157 students from schools in central Italy with a mean age of 13.58 years old to investigate the affective impact of the pandemic on the school experience and its components (recess, oral testing, relationships with classmates, and relationship pupils-teachers). The results show that only a few have experienced school interruption in a traumatic way: they have appreciated neither distance learning, nor the return to school; for these teenagers, the school of the past has died. Other adolescents and pre-adolescents tried to replace the face-to-face mode with distance learning, maintaining certain attention to the school even during the quarantine. However, the online mode did not keep its promise. Those who have invested more in digital innovation find it difficult to return to normality today. For all of them, socialization mediated by school experience is decisive in supporting the return to ordinary life after the pandemic.

show abstract

Section: Resultsmentioning

confidence: 99%

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Pediconi,

Brunori,

Romani

2023

Continuity in Education

View full text Add to dashboard Cite

show abstract

The impact of the pandemic on psychophysical well-being and quality of learning in the growth of adolescents (aged 11–13): a systematic review of the literature with a PRISMA method

Schiera,

Faraci,

Mannino

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

IntroductionThis study examines the social impact and psychological effects of the COVID-19 pandemic on the growth of adolescents students, aged 11–13, on well-being and learning.MethodsSaid review, therefore, will consider all the report of scientific works published since 2020 on the following platforms: SCOPUS, PsycoInfo, and Web of Science. Specifically, the research has selected all studies concerning students aged 11–13. Furthermore, the authors have restricted the scope of the study to two fundamental aspects of the above-mentioned subjects, such as their physical and psychological well-being and didactic learning following the COVID-19 pandemic. The justification for choosing such themes lies in the fact that the SARS-CoV-2 pandemic and the ensuing measures adopted to curb its spread have had -and very likely will continue having- sizable repercussions in the life of each individual, especially in students considered, whose psychological and physical well-being has been considerably affected.ResultsIn particular, during the peak of the pandemic and its subsequent phases, the various measures issued to limit contagion have completely compromised and disregarded the rights of children and youngsters. Suddenly, leisure, sport, play, relations, and socialization disappeared from their lives. Besides, in the early stages of the pandemic, remote teaching replaced face-to-face teaching, later to become an intermittent system in the red- and orange-labelled areas of the country. Consequently, such measures have severely limited opportunities for learning, growth, curiosity and creating relationships that are typical of both a school and outside environment. Concerning the well-being of the subjects considered, a review of the target literature indicates a wide range of psychological and physical disorders, such as malaise, eating and sleep disorders, addiction to games, internet, alcohol, and drugs. For what regards, instead, the realm of learning, most studies highlight a diminished school performance as the main implication of remote teaching. Furthermore, a remarkable number of studies reveals substantial social inequalities; specifically, students coming from middle class families have managed to maintain higher quality educational standards in a critical context such as the pandemic, while those students coming from socially disadvantaged families have had fewer learning opportunities both in terms of time and range of experiences (due to lack of electronic devices, Internet connectivity, homework, continuity of after-school activities). In summary, if the school system pre-COVID-19 already presented significant limitations in its ability to reduce existing social inequalities, school closures during lockdowns pose enormous challenges in developing effective policies to compensate learning losses and inequalities.DiscussionTherefore, based on the results shown, the necessity arises of an emergency plan with social and educational objectives to restore those social, emotional, and cognitive abilities that are compromised. In general, it is the responsibility of countries and governments to guarantee the right to education in these difficult times, while avoiding any type of inequalities and establishing a digital learning system, that allows to face situations such as those generated by the Coronavirus, thus preventing those situations of serious anxiety and stress that have affected most subjects.

show abstract

Primary and middle-school children’s drawings of the lockdown in Italy

Cited by 2 publications

References 45 publications

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

The impact of the pandemic on psychophysical well-being and quality of learning in the growth of adolescents (aged 11–13): a systematic review of the literature with a PRISMA method

Contact Info

Product

Resources

About