The impact of COVID-19 on the learning and achievement of vulnerable Canadian children and youth

Whitley, Jessica; Beauchamp, Miriam H.; Brown, Curtis

doi:10.1139/facets-2021-0096

Cited by 61 publications

(64 citation statements)

References 64 publications

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“…Capturing the full range of experiences and attitudes about socialization during the pandemic will require research with a broader, more representative sample. It has been shown that children and adolescents who are more vulnerable (socially, environmentally or educationally) are more likely to experience negative impacts related to the COVID‐19 pandemic and associated measures (school closures among others) (Whitley et al, 2021 ). Families from lower socio‐economic backgrounds may have limited access to computers, Internet, books and have less time and fewer resources to face pandemic‐related stressors such as loss of employment and home schooling (Masonbrink & Hurley, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Children's perspectives on friendships and socialization during the COVID‐19 pandemic: A qualitative approach

Larivière‐Bastien

Aubuchon

Blondin

et al. 2022

Child

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Background Good quality friendships and relationships are critical to the development of social competence and are associated with quality of life and mental health in childhood and adolescence. Through social distancing and isolation restrictions, the COVID‐19 pandemic has had an impact on the way in which youth socialize and communicate with friends, peers, teachers and family on a daily basis. In order to understand children's social functioning during the pandemic, it is essential to gather information on their experiences and perceptions concerning the social changes unique to this period. The objective of this study was to document children and adolescents' perspectives regarding their social life and friendships during the COVID‐19 pandemic, through qualitative interviews. Methods Participants ( N = 67, 5–14 years) were recruited in May and June 2020. Semi‐structured interviews were conducted via a videoconferencing platform. A thematic qualitative analysis was conducted based on the transcribed and coded interviews (NVivo). Results The upheavals related to the pandemic provoked reflection among the participants according to three main themes, each of which included sub‐themes: (1) the irreplaceable nature of friendship, (2) the unsuspected benefits of school for socialization and (3) the limits and possibilities of virtual socialization. Conclusions The collection of rich, qualitative information on the perspectives of children and adolescents provides a deeper understanding of the consequences of the pandemic on their socialization and psychological health and contributes to our fundamental understanding of social competence in childhood.

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Section: Discussionmentioning

confidence: 99%

Children's perspectives on friendships and socialization during the COVID‐19 pandemic: A qualitative approach

Larivière‐Bastien

Aubuchon

Blondin

et al. 2022

Child

Self Cite

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“…Of note are the disruptions in areas of skill development that are fundamental to optimal growth and wellness. Students' learning and academic achievement have been negatively affected (Davies and Aurini 2021), especially for learners who were academically vulnerable before the pandemic (Whitley et al 2021). Children and youth are now moving and playing less at school (and in their communities) than before the pandemic (McNamara 2021), which has had "immediate collateral consequences" on their development (Moore et al 2020), including their mental health (Kang et al 2021).…”

Section: Introductionmentioning

confidence: 99%

The impact of COVID-19 on the mental health of Canadian children and youth

Vaillancourt

Szatmári

Georgiades

et al. 2021

FACETS

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Children and youth flourish in environments that are predictable, safe, and structured. The COVID-19 pandemic has disrupted these protective factors making it difficult for children and youth to adapt and thrive. Pandemic-related school closures, family stress, and trauma have led to increases in mental health problems in some children and youth, an area of health that was already in crisis well before COVID-19 was declared a global pandemic. Because mental health problems early in life are associated with significant impairment across family, social, and academic domains, immediate measures are needed to mitigate the potential for long-term sequalae. Now more than ever, Canada needs a national mental health strategy that is delivered in the context in which children and youth are most easily accessible—schools. This strategy should provide coordinated care across sectors in a stepped care framework and across a full continuum of mental health supports spanning promotion, prevention, early intervention, and treatment. In parallel, we must invest in a comprehensive population-based follow-up of Statistics Canada’s Canadian Health Survey on Children and Youth so that accurate information about how the pandemic is affecting all Canadian children and youth can be obtained. It is time the Canadian government prioritizes the mental health of children and youth in its management of the pandemic and beyond.

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“…However, the move to online learning due to the COVID-19 pandemic made it significantly more challenging for students to meet each other and work together [20,62,64]. And even under pre-pandemic circumstances, study groups have not been equally available to all students.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Study Group Formation At Scale

Kohli¹,

Ramachandran²,

Tudor³

et al. 2022

Preprint

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The student peer-group is one of the most important influences on student development. Group work is essential for creating positive learning experiences, especially in remote-learning where student interactions are more challenging. While the benefits of study groups are established, students from underrepresented communities often face challenges in finding social support for their education when compared with those from majority groups. We present a system for flexible and inclusive study group formation that can scale to thousands of students.Our focus is on long-term study groups that persist throughout the semester and beyond. Students are periodically provided opportunities to obtain a new study group if they feel their current group is not a good fit. In contrast to prior work that generates single-use groups, our process enables continuous refinement of groups for each student, which in turn informs our algorithm for future iterations.We trialed our approach in a 1000+ student introductory Electrical Engineering and Computer Science course that was conducted entirely online during the COVID-19 pandemic. We found that of all students matched to study groups through our algorithm, a large majority felt comfortable asking questions (78%) and sharing ideas (74%) with their group. Students from underrepresented backgrounds were more likely to request software-matching for study groups when compared with students from majority groups. However, underrepresented students that we did match into study groups had group experiences that were just as successful as students from' majority groups. Students in engaged, regularly participating study groups had more positive results across all other indicators of the study group experience, and certain positive group experiences were associated with higher exam scores overall. Furthermore, students performing at a B-level on the first class midterm, who participated in high-quality software-matched study groups, demonstrated higher final exam scores than students in lowerquality groups.

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The impact of COVID-19 on the learning and achievement of vulnerable Canadian children and youth

Cited by 61 publications

References 64 publications

Children's perspectives on friendships and socialization during the COVID‐19 pandemic: A qualitative approach

Children's perspectives on friendships and socialization during the COVID‐19 pandemic: A qualitative approach

The impact of COVID-19 on the mental health of Canadian children and youth

Inclusive Study Group Formation At Scale

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