scholarly journals Impact of School Closure Due to COVID-19 on the Social-Emotional Skills of Japanese Pre-school Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Satomi Doi ◽  
Keitaro Miyamura ◽  
Aya Isumi ◽  
Takeo Fujiwara
Keyword(s):  
School Children ◽  
Repeated Measures ◽  
School Closure ◽  
Social Emotional ◽  
School Closures ◽  
Emotional Skills ◽  
School Activities ◽  
The Social ◽  
The Difference ◽  
The Impact

Objective: This study examines the impact on the social-emotional skills of Japanese pre-school children from downsizing of school activities in conjunction with voluntary school closures due to the first wave of COVID-19, in 2020.Methods: Participants included 32 children aged 4–5 years old from three pre-schools in Tokyo, Japan, where strict lockdown was not implemented and voluntary school closure was recommended. Child social-emotional skills was assessed by classroom teachers using Devereux Student Strengths Assessment mini (DESSA-mini) three times: November 2019, January 2020 (before the COVID-19), and March 2020 (during the first COVID-19 wave). All pre-schools implemented voluntary school closures from March 2nd, and two schools (school A and B) canceled school recitals, while one school (school C) allowed for it to be held on March 4th, with precautions in place to prevent the spread of infection. Repeated measures ANOVA were performed to examine the difference between the T scores of the DESSA-mini three pre-schools before and during the COVID-19 pandemic.Results: In school C, children showed stable T scores of the DESSA-mini, whereas children in school A and B showed lower T scores of the DESSA-mini during COVID-19 than before it started. The interaction effects between time and pre-schools were found (F = 7.05, p < 0.001).Conclusion: Our findings suggest that school recitals in pre-schools were important to maintaining children's social-emotional skills during the COVID-19 pandemic.

scholarly journals How Does COVID 19 Alter Children Life?

2021 ◽  
pp. 72-77
Author(s):  
Hina Rodge ◽  
Mayur Wanjari ◽  
Khushbu Meshram
Keyword(s):  
Child Labor ◽  
Sexual Exploitation ◽  
School Closure ◽  
School Closures ◽  
Running Water ◽  
The World ◽  
Neuropsychiatric Manifestations ◽  
The Difference ◽  
Sleeping Habits ◽  
The Impact

COVID 19 (Coronavirus 2019) is an infectious disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) was first discovered in December 2019 in Wuhan, Hubei, China and resulted in an ongoing pandemic. It has put the world on a crisis footing and children could be the hidden victim of the pandemic. Due to this pandemic, the impact on children is severe. Children may be more vulnerable due to school closures, lockdowns and other stressors. Access to a computer and the internet at home could determine whether education comes to a halt or if children can continue to learn outside of the classroom. And also raising the cases of malnutrition, hunger and may suffer from extended ill-consequences of this pandemic, such as child labor, child trafficking, child marriage, sexual exploitation and death etc. soap and running water may make the difference between whether children get sick or not. School closure, lack of outdoor activity, aberrant dietary and sleeping habits are likely to disrupt children's usual lifestyle and can potentially promote monotony, distress, impatience, annoyance and varied neuropsychiatric manifestations. Incidences of domestic violence, child abuse, adulterated online contents are on the rise. The COVID-19 pandemic is potentially catastrophic for many children around the world. For children caught at the apex of this crisis, there is a genuine prospect that its effects will permanently alter their lives.

scholarly journals Rapid modernization of the national school: the COVID-19 pandemic as a challenge to the secondary education system

2020 ◽  
pp. 54-60
Author(s):  
Olga N. Machekhina
Keyword(s):  
Education System ◽  
Health And Safety ◽  
Social Emotional ◽  
School Closures ◽  
Safety Requirements ◽  
The Social ◽  
Pandemic Threat ◽  
Short And Long Term ◽  
The Impact

The COVID-19 pandemic has forced the global school system to face an unusual set of circumstances. As the pandemic threat grew, schools around the world were closed throughout March 2020 to prevent the virus from spreading. Although school closures have been announced as a temporary measure, prolonged closures could cause significant disruption to the education ecosystem, affecting an estimated 1.5 billion students in 165 countries. It is now clear that this situation will have a lasting impact on the social, emotional and mental health of children and adolescents, as well as on overall learning outcomes, which may widen the gap between children from well-off and disadvantaged families. The use of alternative channels for delivering learning information to which not everyone still has access will further widen the gap. The pandemic has forced the education system to focus on developing health and safety requirements and conditions, in the new environment, rapid and flexible responses and solutions to minimize the impact on learning in the short and long term. All of this responds to the challenges of the pandemic, which we will explore in more detail in the text below.

scholarly journals Training the Social-Emotional Skills of Youth School Students in Physical Education Classes

2021 ◽  
Vol 12 ◽  
Author(s):  
Romualdas Malinauskas ◽  
Vilija Malinauskiene
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Skills Training ◽  
Self Report ◽  
Social Emotional ◽  
School Students ◽  
Emotional Skills ◽  
The Social ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of implementing an innovative Social-Emotional Skills Training Program in physical education classes at youth schools. This study used two surveys: the Schutte Self-Report Inventory (otherwise known as the Emotional Intelligence Scale) and the Social Skills Rating System (student form). The analysis included 104 youth school students (Mage = 16.91; SD = 1.12), who were randomly selected from two youth schools in the Kaunas region. Four classes were randomly assigned into an experimental (n = 49) and a control (n = 55) group. The experimental group participated in the Social-Emotional Skills Training Program. The intervention was targeted at the following social-emotional skills: empathy, cooperation, assertion, self-control, optimism, ability to understand and analyze emotions, appraisal, and utilization of emotions. The modified physical education classes were conducted by the physical education teacher, who was instructed by the researcher. Repeated measures multivariate ANOVA was used to analyze the effects of the Social-Emotional Skills Training Program. During the experiment, the applied training procedures had a statistically significant effect on the social-emotional skills of the experimental group of youth school students. Thus, the findings demonstrate that this program (for enhancing social-emotional skills of youth school students) positively impacted the social-emotional skills of the students. These results highlight the need to consider social-emotional skills training factors when interpreting the level of social-emotional skills among youth school students.

scholarly journals A global assessment of the impact of school closure in reducing COVID-19 spread

2021 ◽  
Vol 380 (2214) ◽  
Author(s):  
Joseph T. Wu ◽  
Shujiang Mei ◽  
Sihui Luo ◽  
Kathy Leung ◽  
Di Liu ◽  
...  
Keyword(s):  
School Children ◽  
Disease Surveillance ◽  
Data Science ◽  
The Elderly ◽  
School Closure ◽  
Clinical Severity ◽  
School Closures ◽  
Infectious Disease Surveillance ◽  
The Impact ◽  
Academic Year

Prolonged school closure has been adopted worldwide to control COVID-19. Indeed, UN Educational, Scientific and Cultural Organization figures show that two-thirds of an academic year was lost on average worldwide due to COVID-19 school closures. Such pre-emptive implementation was predicated on the premise that school children are a core group for COVID-19 transmission. Using surveillance data from the Chinese cities of Shenzhen and Anqing together, we inferred that compared with the elderly aged 60 and over, children aged 18 and under and adults aged 19–59 were 75% and 32% less susceptible to infection, respectively. Using transmission models parametrized with synthetic contact matrices for 177 jurisdictions around the world, we showed that the lower susceptibility of school children substantially limited the effectiveness of school closure in reducing COVID-19 transmissibility. Our results, together with recent findings that clinical severity of COVID-19 in children is lower, suggest that school closure may not be ideal as a sustained, primary intervention for controlling COVID-19. This article is part of the theme issue ‘Data science approach to infectious disease surveillance’.

scholarly journals The Impact of COVID-19 School Closure on Child and Adolescent Health: A Rapid Systematic Review

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 415
Author(s):  
Sonia Chaabane ◽  
Sathyanarayanan Doraiswamy ◽  
Karima Chaabna ◽  
Ravinder Mamtani ◽  
Sohaila Cheema
Keyword(s):  
Systematic Review ◽  
Children And Adolescents ◽  
Adolescent Health ◽  
Children With Disabilities ◽  
Child And Adolescent ◽  
Emergency Department Visits ◽  
School Closure ◽  
School Closures ◽  
Child And Adolescent Health ◽  
The Impact

School closures during pandemics raise important concerns for children and adolescents. Our aim is synthesizing available data on the impact of school closure during the coronavirus disease 2019 (COVID-19) pandemic on child and adolescent health globally. We conducted a rapid systematic review by searching PubMed, Embase, and Google Scholar for any study published between January and September 2020. We included a total of ten primary studies. COVID-19-related school closure was associated with a significant decline in the number of hospital admissions and pediatric emergency department visits. However, a number of children and adolescents lost access to school-based healthcare services, special services for children with disabilities, and nutrition programs. A greater risk of widening educational disparities due to lack of support and resources for remote learning were also reported among poorer families and children with disabilities. School closure also contributed to increased anxiety and loneliness in young people and child stress, sadness, frustration, indiscipline, and hyperactivity. The longer the duration of school closure and reduction of daily physical activity, the higher was the predicted increase of Body Mass Index and childhood obesity prevalence. There is a need to identify children and adolescents at higher risk of learning and mental health impairments and support them during school closures.

scholarly journals Modeling the impact of school reopening and contact tracing strategies on Covid-19 dynamics in different epidemiologic settings in Brazil

2021 ◽  
Author(s):  
Marcelo Eduardo Borges ◽  
Leonardo Souto Ferreira ◽  
Silas Poloni ◽  
Ângela Maria Bagattini ◽  
Caroline Franco ◽  
...  
Keyword(s):  
Disease Transmission ◽  
Transmission Rate ◽  
Disease Incidence ◽  
Demographic Data ◽  
School Closure ◽  
Mitigation Measures ◽  
Contact Tracing ◽  
School Closures ◽  
Infection Transmission ◽  
The Impact

Among the various non–pharmaceutical interventions implemented in response to the Covid–19 pandemic during 2020, school closures have been in place in several countries to reduce infection transmission. Nonetheless, the significant short and long–term impacts of prolonged suspension of in–person classes is a major concern. There is still considerable debate around the best timing for school closure and reopening, its impact on the dynamics of disease transmission, and its effectiveness when considered in association with other mitigation measures. Despite the erratic implementation of mitigation measures in Brazil, school closures were among the first measures taken early in the pandemic in most of the 27 states in the country. Further, Brazil delayed the reopening of schools and stands among the countries in which schools remained closed for the most prolonged period in 2020. To assess the impact of school reopening and the effect of contact tracing strategies in rates of Covid–19 cases and deaths, we model the epidemiological dynamics of disease transmission in 3 large urban centers in Brazil under different epidemiological contexts. We implement an extended SEIR model stratified by age and considering contact networks in different settings – school, home, work, and elsewhere, in which the infection transmission rate is affected by various intervention measures. After fitting epidemiological and demographic data, we simulate scenarios with increasing school transmission due to school reopening. Our model shows that reopening schools results in a non–linear increase of reported Covid-19 cases and deaths, which is highly dependent on infection and disease incidence at the time of reopening. While low rates of within[&ndash]school transmission resulted in small effects on disease incidence (cases/100,000 pop), intermediate or high rates can severely impact disease trends resulting in escalating rates of new cases even if other interventions remain unchanged. When contact tracing and quarantining are restricted to school and home settings, a large number of daily tests is required to produce significant effects of reducing the total number of hospitalizations and deaths. Our results suggest that policymakers should carefully consider the epidemiological context and timing regarding the implementation of school closure and return of in-person school activities. Also, although contact tracing strategies are essential to prevent new infections and outbreaks within school environments, our data suggest that they are alone not sufficient to avoid significant impacts on community transmission in the context of school reopening in settings with high and sustained transmission rates.

How did Autistic Children, and their Parents, Experience School Transition during the COVID-19 Pandemic?

2021 ◽  
Author(s):  
Aimee Code ◽  
Umar Toseeb ◽  
Kathryn Asbury ◽  
Laura Fox
Keyword(s):  
School Transition ◽  
School Closure ◽  
School Transitions ◽  
Autistic Children ◽  
Structured Interviews ◽  
School Closures ◽  
Social Distancing ◽  
New School ◽  
The Uk ◽  
The Impact

Due to the COVID-19 pandemic and resultant school closures, social distancing measures, and restrictions placed on routine activities, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a school transition in 2020, and to examine what impact parents perceived the COVID-19 pandemic had on their child’s school transition. Emphasis was placed on identifying facilitating factors that had benefitted school transitions, and barriers, which had negatively impacted these experiences. Semi-structured interviews were carried out with 13 parents of autistic children in the UK. Reflexive thematic analysis was carried out to identify themes in interview data. Parents reported a variety of experiences, and factors that were perceived as facilitatory to some were observed to be barriers by others. For some parents, the COVID-19 pandemic negatively impacted aspects of school transitions. For example, school closure in March 2020, being unable to visit their child’s new school, and social distancing measures were discussed as being barriers to an easy transition. However, other parents identified these factors as being facilitatory for their child or reported that these circumstances created opportunities to approach the school transition in a unique, improved manner. This paper sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of COVID-19 on school transitions, including practices which may be advantageous to retain.

How the Traumatic Experiences of Students Manifest in School Settings

2012 ◽  
pp. 23-36
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Classroom Management ◽  
Traumatic Experiences ◽  
Classroom Behaviors ◽  
Social Emotional ◽  
School Settings ◽  
The Social ◽  
Strength Based ◽  
Professional Self ◽  
Core Practice ◽  
The Impact

The impact of trauma resonates in schools and can impair learning as well as cause challenging classroom behaviors. This chapter defines trauma as a response to adverse life experiences that can negatively affect physical, emotional, academic, and intellectual functioning. Specifically, it describes the impact of trauma on neurobiology and brain development, as well as academic, cognitive, behavioral, and social/emotional functioning. It also outlines practical, applicable strategies for addressing classroom management as well as six specific principles for educators who seek to support the social/emotional and academic development of students impacted by trauma. Professional self-care is also outlined as a vital core practice necessary to assist teachers in consistently approaching students from a strength-based perspective.

scholarly journals Impact of Urban Undersea Tunnel Longitudinal Slope on the Visual Characteristics of Drivers

2020 ◽  
Vol 2020 ◽  
pp. 1-11
Author(s):  
Shoushuo Wang ◽  
Zhigang Du ◽  
Fangtong Jiao ◽  
Libo Yang ◽  
Yudan Ni
Keyword(s):  
Repeated Measures ◽  
Three Dimensional ◽  
Fixation Time ◽  
Eye Tracker ◽  
Three Dimensional Model ◽  
Longitudinal Slope ◽  
Visual Characteristics ◽  
The Difference ◽  
Vehicle Test ◽  
The Impact

This study aims to investigate the impact of the urban undersea tunnel longitudinal slope on the visual characteristics of drivers. 20 drivers were enrolled to conduct the real vehicle test of the urban undersea tunnel. First, the data of average fixation time and visual lobe were collected by an eye tracker. The differential significance was tested using the one-way repeated measures analysis of variance (ANOVA). Then, the difference between the up-and-down slope (direction) factor and the longitudinal slope (percent) factor on the two indexes were analyzed using the two-way repeated measures ANOVA. Second, by constructing a Lorentz model, the impact of the longitudinal slope on the average fixation time and the visual lobe were analyzed. Besides, a three-dimensional model of the longitudinal slope, average fixation time, and visual lobe was quantified. The results showed that the average fixation time and visual lobe under different longitudinal slopes markedly differed when driving on the uphill and downhill sections. The average fixation time and visual lobe under two factors were markedly different. Moreover, with an increase in the longitudinal slope, the average fixation time exhibited a trend of increasing first then decreasing; the visual lobe exhibited a trend of decreasing first and then increasing. The average fixation time reached the minimum and maximum value when the slope was 2.15% and 4.0%, whereas the visual lobe reached the maximum and minimum value when the slope was 2.88% and 4.0%. Overall, the longitudinal slope exerted a great impact on the visual load of the driver.

scholarly journals Reactive school closure weakens the network of social interactions and reduces the spread of influenza

2019 ◽  
Vol 116 (27) ◽  
pp. 13174-13181 ◽  
Author(s):  
Maria Litvinova ◽  
Quan-Hui Liu ◽  
Evgeny S. Kulikov ◽  
Marco Ajelli
Keyword(s):  
Social Interactions ◽  
Influenza Season ◽  
School Closure ◽  
Transmission Model ◽  
Modeling Framework ◽  
School Closures ◽  
Student Absenteeism ◽  
Contact Survey ◽  
Closure Policy ◽  
The Impact

School-closure policies are considered one of the most promising nonpharmaceutical interventions for mitigating seasonal and pandemic influenza. However, their effectiveness is still debated, primarily due to the lack of empirical evidence about the behavior of the population during the implementation of the policy. Over the course of the 2015 to 2016 influenza season in Russia, we performed a diary-based contact survey to estimate the patterns of social interactions before and during the implementation of reactive school-closure strategies. We develop an innovative hybrid survey-modeling framework to estimate the time-varying network of human social interactions. By integrating this network with an infection transmission model, we reduce the uncertainty surrounding the impact of school-closure policies in mitigating the spread of influenza. When the school-closure policy is in place, we measure a significant reduction in the number of contacts made by students (14.2 vs. 6.5 contacts per day) and workers (11.2 vs. 8.7 contacts per day). This reduction is not offset by the measured increase in the number of contacts between students and nonhousehold relatives. Model simulations suggest that gradual reactive school-closure policies based on monitoring student absenteeism rates are capable of mitigating influenza spread. We estimate that without the implemented reactive strategies the attack rate of the 2015 to 2016 influenza season would have been 33% larger. Our study sheds light on the social mixing patterns of the population during the implementation of reactive school closures and provides key instruments for future cost-effectiveness analyses of school-closure policies.

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