School Learning Format and Children’s Behavioral Health During the COVID-19 Pandemic

Hanno, Emily C.; Fritz, Lily S; Jones, Stephanie M.; Lesaux, Nonie K.

doi:10.1001/jamapediatrics.2021.5698

Cited by 21 publications

(25 citation statements)

References 3 publications

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“…The COVID‐19 pandemic has not only interrupted the education of more than 1 billion children worldwide. Beyond learning deficits resulting from school closure, psychologists observed that that children’s behavioural outcomes tended to be worse during remote schooling than during in‐person schooling while hybrid learning fell in between (Hanno et al ., 2021 ). A review of the literature revealed higher screen time and greater social media use, resulting in lower physical activity.…”

Section: Collateral Damagementioning

confidence: 99%

COVID‐19 and children: medical impact and collateral damage

Brüssow

2022

Microbial Biotechnology

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Summary Children mostly experience mild SARS‐CoV‐2 infections, but the extent of paediatric COVID‐19 disease differs between geographical regions and the distinct pandemic waves. Not all infections in children are mild, some children even show a strong inflammatory reaction resulting in a multisystem inflammatory syndrome. The assessments of paediatric vaccination depend on the efficacy of protection conferred by vaccination, the risk of adverse reactions and whether children contribute to herd immunity against COVID‐19. Children were also the target of consequential public health actions such as school closure which caused substantial harm to children (educational deficits, sociopsychological problems) and working parents. It is, therefore, important to understand the transmission dynamics of SARS‐CoV‐2 infections by children to assess the efficacy of school closures and paediatric vaccination. The societal restrictions to contain the COVID‐19 pandemic had additional negative effects on children’s health, such as missed routine vaccinations, nutritional deprivation and lesser mother–child medical care in developing countries causing increased child mortality as a collateral damage. In this complex epidemiological context, it is important to have an evidence‐based approach to public health approaches. The present review summaries pertinent published data on the role of children in the pandemic, whether they are drivers or followers of the infection chains and whether they are (after elderlies) major sufferers or mere bystanders of the COVID‐19 pandemic.

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Section: Collateral Damagementioning

confidence: 99%

COVID‐19 and children: medical impact and collateral damage

Brüssow

2022

Microbial Biotechnology

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“…Finalmente, todo esto se resume en que la cantidad de horas lectivas y el tiempo dedicado para actividades remotas (tareas, conexión en línea, entre otras) puede tener una diferencia hasta cinco veces, lo que en suma produce una divergencia exponencial e irrecuperable, siendo los grupos vulnerables los grandes damnificados [45][46][47][48] .…”

Section: Meso-nivelunclassified

Infancia y COVID-19: Los efectos indirectos de la pandemia COVID-19 en el bienestar de niños, niñas y adolescentes

Rubio

Fuentes

2022

Andes pediatr

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El impacto de la pandemia COVID-19 ha sido invisibilizado en niños, niñas y adolescentes, ya que muchos de los efectos negativos han sido producto de las medidas de contención y mitigación, y sólo serán cuantificables a mediano y largo plazo. Aunque la respuesta mundial ha sido exitosa en disminuir la letalidad de la enfermedad, el efecto nocivo en poblaciones vulnerables, como niños, niñas y adolescentes es de alto impacto, catalogado como catastrófico por organismos internacionales. La pandemia ha afectado profundamente la salud física y mental de este grupo etario, y sus efectos negativos silenciosos se extienden a diferentes ámbitos como la escolaridad, economía familiar, trabajo infantil y seguridad alimentaria. El tercer año de la pandemia es una oportunidad para incorporar el bienestar multidimensional de los niños, niñas y adolescentes como piedra angular de la respuesta de la sociedad a una crisis global, sea esta de salud, económica o política.

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“…In a sample of Spanish children, around 40% exhibited more frequent problems in cognitive exibility and emotional regulation EF domains (Lavigne-Cerván et al, 2021a), that were best explained by their state anxiety scores. In addition, different studies showed that the incidence of EF di culties was signi cantly associated with the school learning format during the pandemic, with the worse outcomes observed for remote vs inperson schooling (Lavigne-Cerván et al, 2021b; Hanno et al, 2022). Another line of evidence showed that parental distress was an additional predictor of childrens' behavioral EF outcomes (Polizzi et al, 2021).…”

Section: Children's Ef DI Culties During Covid-19 Lockdownmentioning

confidence: 99%

“…). Some of them found worse EF ratings associated with remote schooling (Hanno et al, 2022), or con nement (Lavigne-Cerván et al, 2021a). Children's anxiety (Lavigne-Cerván et al, 2021b) and parental distress (Polizzi et al, 2021) were additional predictors of EF issues.…”

Section: Introductionmentioning

confidence: 99%

Executive function difficulties among school-aged children during the COVID-19 pandemic: associations with home literacy environment, reading and screen media times

Tabullo

Juric

Abusamra

2022

Preprint

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Several studies indicated that the COVID-19 pandemic and the containment measures it required (including social distancing, quarantine and school closure) had a significant impact on children’s mental health. The present study aimed to examine executive function difficulties at behavioural level in school children during the COVID-19 lockdown, and to analyze potential associations with home literacy environment, current reading and screen times. Data were collected from mothers of 210 children (9–12 years old) through an online survey. Significant increases in children screen times were observed, while most of them did not read for pleasure on a daily basis. Parents’ literacy beliefs and children’s current leisure reading times were negative predictors of executive function difficulties, which increased with videogame and internet exposure. Nevertheless, perceived changes on screen or reading times with respect to pre-pandemic levels were not associated with executive function scores. The results might indicate: 1) opposite effects of literacy and screen times over children’s executive functioning; 2) a preference for reading or screen recreational use according to their executive function profiles; or 3) a combination of both. Our findings highlight the relation of reading and screen times with children’s cognitive development, and the importance of following their trajectory during post-pandemic times.

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School Learning Format and Children’s Behavioral Health During the COVID-19 Pandemic

Cited by 21 publications

References 3 publications

COVID‐19 and children: medical impact and collateral damage

COVID‐19 and children: medical impact and collateral damage

Infancia y COVID-19: Los efectos indirectos de la pandemia COVID-19 en el bienestar de niños, niñas y adolescentes

Executive function difficulties among school-aged children during the COVID-19 pandemic: associations with home literacy environment, reading and screen media times

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