Search Results (291)

The changes in adolescents’ visions for the future are important to adolescents’ developmental trajectories, motivation, and educational outcomes, yet understudied. This study examined the change in possible selves and its association with grit during school closure and life interruption during COVID-19. We conducted a school-based longitudinal survey among 1577 students (Mage = 13.05, SD = 0.86) from 12 secondary schools at the start and end of an academic year prior to and during the COVID-19 pandemic with a 9-month interval. Demographic, grit, socioeconomic status (SES), self-control, and possible selves were measured. Paired t-tests indicated a significant decrease in academic possible selves and strategies. Hierarchical regression analysis results show that participants with higher grit scores reported higher academic and life possible selves; in particular, the effect of grit–perseverance was stronger than grit–passion after controlling self-control. SES moderated the effect of grit–passion on academic possible selves. The current longitudinal study provides important implications for education and youth social work practice for young people growing up with the influence of the pandemic. Full article

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and teacher digital competence—jointly predicted perceived stress during exam preparation. A cross-sectional online survey (June–July 2022) yielded complete data from N = 2379 students (68% female; Mage = 18.3). Six latent constructs were measured with 23 items and showed adequate reliability (0.71 ≤ α/ω ≤ 0.89). A six-factor CFA fit the data acceptably (CFI = 0.909, RMSEA = 0.064). The structural equation model (CFI = 0.935, RMSEA = 0.064) explained 35% of the variance in stress and 23% of the variance in SRL—action. Academic self-efficacy (β = −0.31, p < 0.001), perceived support (β = −0.28, p < 0.001), teacher digital competence (β = −0.08, p < 0.001), COVID-19 learning disruptions (β = +0.13, p < 0.001), and gender (male = 0.32 SD lower stress, p < 0.001) had direct effects on stress. SRL—action’s direct path was small and non-significant (β = −0.02). Teacher digital competence also reduced stress indirectly through greater perceived support (standardized indirect β = −0.11, p < 0.001). The results highlight self-efficacy and perceived instructional support as the most potent buffers of pandemic-related stress, whereas cancelled lessons added strain. Boosting teachers’ digital pedagogical skills has a dual payoff—raising students’ sense of support and lowering their stress. Full article

Background: Food insecurity and poor diet quality disproportionately affect U.S. children from low-income households, with summer school closures exacerbating risks. Federally funded programs like the Summer Food Service Program (SFSP) and SUN Bucks (Summer EBT) aim to address these challenges, yet evidence of their post-pandemic dietary impact remains limited. Objectives: This study examines the relationship between policy innovations, summer meal participation, food insecurity, and diet quality among children from low-income households in Prince George’s County, Maryland. Methods: A cross-sectional design analyzed data from 158 households in Prince George’s County Public Schools across two waves (early fall 2022 and 2023). Validated tools (USDA’s Six-Item Short Form and Dietary Screener Questionnaire) assessed food security and diet quality. Sociodemographic factors, program participation, and dietary deviations from the 2020–2025 Dietary Guidelines were analyzed. Multivariate logistic regression identified determinants of poor diet quality (≥2 guideline deviations), adjusting for ethnicity, age, and housing stability. Results: Only 32.28% of eligible households participated in summer meal programs, with non-participation driven by lack of awareness (53.68%) and transportation barriers (11.58%). Significant dietary gaps included inadequate whole grain intake (0.8 vs. 3.0 servings/day) and excessive added sugars (14% of daily calories). Summer meal participation was associated with reduced odds of poor diet quality (OR = 0.23, p = 0.030), while older age (OR = 52.97, p < 0.001) and very low food security (OR = 8.42, p = 0.036) increased risk. Hispanic ethnicity had lower odds (OR = 0.17, p = 0.019) despite higher baseline food insecurity. Conclusions: Summer meal participation was associated with improved dietary outcomes but faced systemic participation barriers. Findings support policy reforms, such as multilingual outreach and mobile meal distribution, to address identified gaps. Full article

To reduce the risk of COVID-19 infection, transmission and illness during the pandemic, the Department for Education (DfE) issued guidance to schools. However, research on how the school community perceives the impact of the COVID-19 mitigation measures outlined remains limited. This qualitative study aims to explore the effects of school closures and in-school mitigation measures on daily school life, as well as their impact on mental health and wellbeing from the perspective of English secondary school staff and students. Participants were purposively sampled from English secondary schools serving diverse communities participating in the COVID-19 Mapping and Mitigation in Schools study (CoMMinS). Selection ensured representation of staff roles and student demographics. Semi-structured interviews were conducted remotely, and data analysed thematically. Interviews took place between January and August 2021 with participants from five secondary schools (20 staff and 25 students). Both staff and students reported significant disruption to school life, with four themes identified: (1) teaching and learning impact, (2) social impact, (3) safeguarding impact, and (4) and mental health and wellbeing impact. Findings highlight widespread negative effects across every aspect of school life, for both staff and students. This study suggests that COVID-19 mitigation measures in UK secondary schools led to a sense of loss and uncertainty as well as increased self-reported stress among both staff and students. Full article

Since the establishment of the State of Alarm resulting from the current COVID-19 pandemic, lockdown, and quarantine have been imposed in most countries, with serious health, social, economic, and educational consequences. The health emergency caused by COVID-19 led to the closure of schools, forcing students from all over the world to stop attending schools and compromising the quality of care offered to students with autism spectrum disorder (ASD). In order to examine how teachers supervised students with ASD virtually during the lockdown period, and to determine whether families considered the support provided by teachers to be adequate, a cross-cultural study design was adopted. An ad hoc questionnaire was administered to 415 families in Spain and Mexico in April 2020. We calculated frequencies and carried out descriptive analyses, parametric inferential analyses, and correlations. Families reported that educational monitoring and contact with the family member with ASD during home lockdown was scarce, despite the provision of activities appropriate to their needs. Significant differences were found as a function of country, age of participant, age of family member with ASD, type of ASD, type of schooling, and length of lockdown. This study highlights the need to train teachers in inclusive digital education and to establish effective protocols for communication and follow-up with the families of students with ASD. Full article

This study systematically reviews the academic literature on unpaid care work during and after COVID-19, emphasizing gender dimensions. Using Web of Science (WOS) and SCOPUS, it analyzes 75 empirical articles published between 2020 and 2024 in English and Spanish. The selection focused on studies addressing unpaid care from multiple perspectives, particularly family dynamics. Quantitative analysis examined frequencies and percentages, while qualitative analysis explored content depth. Results reveal a dominant biomedical perspective on care, often neglecting emotional well-being and broader socioeconomic impacts. The present study also identifies a lack of critical reflection on care’s gendered nature and unequal caregiving responsibilities. Women, historically burdened with care duties, faced increased domestic demands during the pandemic, due to school closures and limited services, exacerbating gender inequality and reducing workforce participation. A bibliometric analysis of research on COVID-19, gender, and social care highlights limited collaboration, with studies fragmented across research groups and lacking international co-authorship. This study calls for governmental and international initiatives to foster cross-border collaboration, enabling a more comprehensive understanding of care that integrates emotional and socioeconomic aspects alongside health concerns. This would promote a more inclusive and reflective approach to unpaid caregiving research. Full article

The consolidation and closure of small schools in rural areas has not only worsened the educational environment but also risked accelerating the socioeconomic decline of rural communities. This study examines how elementary school closures affect educational accessibility and seeks to optimize closure prioritization through a fairness-oriented approach. An optimal prioritization model, developed using the p-median algorithm, was applied to simulate and assess changes in commuting conditions and spatial equity. Using a case study of a South Korean county, we demonstrate the model’s ability to minimize disparities in urban and rural commuting environments while ensuring a balanced and fair decision-making process for school closures. This approach highlights a viable pathway to equitable educational infrastructure planning in regions facing demographic decline. Full article

The coronavirus disease of 2019 (COVID-19) pandemic represented a significant global event that disrupted the typical social lives of adolescents. Studies show that the pandemic negatively impacted adolescent well-being. Very little is known about the social–cognitive implications of wide-scale social distancing, school closures, and the transition to digital modes of communication for adolescents. This study aims to compare affective Theory of Mind (ToM), self-esteem, and self-perceptions before and after the COVID-19 pandemic. Drawing on existing data, this study compared two distinct but comparable samples of adolescents. Data from the pre-COVID-19 sample were collected in the 2016/2017 school year (N = 145, 60.7% female and 39.3% male, mean age 13.38 years. Data from the post-COVID-19 sample were collected over the 2021/2022 school year (N = 107 participants, 51% female, 48% male, and 1% genderqueer, mean age of 13 years). Independent-sample t-tests and two-tailed correlational analysis were used to compare associations and changes in affective ToM, self-perceptions, and self-esteem between the pre-COVID-19 and post-COVID-19 samples. The main findings of this study includes declines in affective ToM post-COVID-19, specifically related to the perception of negative affect. Further, perceived self-worth and behavioural conduct declined after the COVID-19 pandemic. Implications for social–emotional learning and future research are discussed. Full article

The use of non-pharmaceutical interventions (NPIs) was imperative to avoid prolonged school closures during the COVID-19 pandemic. The purpose of this study was to understand the levels of adherence to and attitudes towards NPIs from February 2021 to December 2023 in schools in Ontario, Canada. Participants reported how frequently they, their coworkers, and their students used five NPIs: hand hygiene, covering coughs, staying home when ill, wearing a mask, and physically distancing. Open text comments provided participants with the option to provide additional details. Our mixed methods approach incorporated a series of descriptive statistics calculated at consecutive time points and thematic analysis. Participants reported higher adherence to NPIs than their coworkers and students, with less than perfect adherence that declined over time. Six themes emerged from the qualitative analysis on NPI use in schools: (1) the influence of time; (2) managing competing priorities; (3) a lack of enabling factors; (4) a lack of reinforcing factors; (5) the responsive use of NPIs; and (6) an emotional toll. To reduce the transmission of future communicable diseases and resultant staff and student sick days, ongoing commitment to hand hygiene, covering coughs, and staying home when ill is required. Full article

This paper explores the impact of technology and wellness in the context of students entering post-secondary education. It aims to provide insights into the use of technology and how it affects students’ wellness. The transition from high school into post-secondary education has often been a complex phase in students’ lives, and such complexity may be especially significant for virtual high school graduates, in other words, students who finished their high school education mostly virtually due to school closures during the COVID-19 pandemic. Students starting post-secondary education are usually between 17–19 years old, an age period at which these students are more developmentally vulnerable to the effects of rapid physiological, financial, and social changes. Despite some positive aspects of technology usage in education, challenges remain. Students navigate potential academic losses due to ineffective virtual schooling experiences during school lockdowns. This may aggravate students’ adaptation to higher-education culture and norms and academic expectations, especially formal writing standards often required in university papers. Other challenges may include the over-reliance on technology for academic, social, and personal tasks, accentuating students’ difficulties with wellness and requiring a rethinking of learning practices to eloquently respond to students’ needs in the context of the legacy of the coronavirus pandemic. This paper seeks to contribute to the conversation on how post-secondary institutions respond to the need to balance technology and wellness in the context of education. Ultimately, this paper explores perspectives on potential higher institutions’ responses to the impact of technology on students’ mental health and learning as well as implementing wellness practices while integrating technology into education. Full article

Social distancing, hand hygiene, mask wearing, surface decontamination, travel restrictions, and school closures have been implemented worldwide to control coronavirus disease 2019 (COVID-19). It was reported that the number of EBV infections as well as the age characteristics of infected persons before and after the COVID-19 pandemic significantly decreased in children from China. Since no studies have explored the changes in EBV-associated lymphomas so far, our aim was to explore EBV infection and viral-associated Hodgkin lymphoma (HL) in a pediatric cohort from a single center. A decrease in EBV+ children by serology was proved, in particular, in those undergoing primary infection, along with a significant increase in the mean age of healthy carriers. Furthermore, a decrease in EBV-associated pediatric cHL was observed post-pandemic, particularly in the NS subtype, with a marked decrease in cases diagnosed from 2022 onward. Even though the underlying reasons for the change in incidence rates seen in this study still remain speculative, it could be hypothesized that, after the pandemic, older children have a better ability to control the EBV-mediated lymphomagenesis, based on the fact that the age of infected patients increased. Full article

This study provides critical policy insights into the U.S. students’ academic achievement trends and the impacts of remote learning policies and practices during the COVID-19 pandemic. Linking cross-state education assessment and survey datasets, it applies multivariate regression and case study methods to examine the relationship between remote learning policies and student achievement in reading and math. The results reveal large cross-state variations in outcomes along with regional patterns of in-person vs. remote learning policy divides. The states that adopted top-down, stringent school closure/reopening policies and relied more on remote instruction experienced relatively larger achievement declines. The government’s funding support, teacher help, and home learning resources such as technology did not work. In contrast, the states that adopted flexible school closure/reopening policies with more in-person instruction reported smaller achievement losses. Further, students’ digital literacy and remote learning self-efficacy such as online searching and help-seeking worked. The policy and research implications are discussed. Full article

Understanding the factors that influence teacher well-being is crucial as it significantly affects students, teachers, schools, and the sustainability of the education system, especially during prolonged emergencies. This study contributes to the field by empirically testing a conceptual model of teacher well-being in emergency contexts, specifically addressing the COVID-19 school closures with a sample of over 19,600 teachers from Kazakhstan through an online survey design. Utilising a multidimensional socio-ecological framework that considers individual, school and home, community, and national factors, this study identifies key predictors of teacher self-reported well-being. Individual-level predictors explained 9.3% of the variation in physical well-being (F = 118, p < 0.001, R² = 0.093) and 4.5% in psychological well-being (F = 72.2, p < 0.001, R² = 0.045). In contrast, school- and home-level predictors demonstrated significantly greater explanatory power, accounting for 21.9% (F = 128, p < 0.001, R² = 0.219) and 15.5% (F = 89.5, p < 0.001, R² = 0.155) of the variation in physical and psychological well-being, respectively. Community-level predictors explained 12.8% of the variation in physical well-being (F = 191, p < 0.001, R² = 0.128) and 10.2% in psychological well-being (F = 324, p < 0.001, R² = 0.102), while national-level predictors accounted for much smaller proportions: 0.67% for physical well-being (F = 21.8, p < 0.001, R² = 0.0067) and 1.4% for psychological well-being (F = 83.589, p < 0.001, R² = 0.014). These findings highlight the significant influence of home and school, as well as community-level predictors, on teacher well-being during emergency contexts, suggesting that interventions targeting these areas may be particularly effective in supporting teacher well-being. The findings reveal that while Kazakhstani teachers reported poor physical well-being, they generally had a more positive assessment of their psychological well-being. Vulnerable groups included women, older teachers, non-Kazakh teachers, and those with higher education levels, as well as teachers in Russian medium and mixed-medium schools, all of whom reported lower physical and psychological well-being. Additional risk factors identified were a lack of student engagement, difficult relationships with parents, a directive leadership style, family conflicts, and inadequate resources at home and school. Conversely, protective factors such as teacher autonomy, collegiality, networking opportunities, and self-efficacy emerged as significant contributors to well-being. These findings reveal a complex interplay between cultural factors and subjective perceptions of well-being. This study emphasises the critical role of these predictors in both emergency and non-emergency contexts, underscoring the urgent need for targeted policies and programmes that sustainably support and enhance teacher well-being holistically. This approach will promote Sustainable Development Goal (SDG) 3 (well-being) and ensure access to equitable quality education (SDG 4) for all learners, ultimately contributing to the overall resilience of educational systems. Full article

Each year, the Department of Entomology at Virginia Tech hosts an entomology-themed outreach event known as Hokie BugFest. This on-campus, festival-sized experience aims to educate the public about insects and other arthropods through hands-on activities, games, displays, and live arthropods. In 2021, due to the COVID-19 pandemic, Hokie BugFest and similar large public events were cancelled. In response, the department launched Hokie BugFest on the Go, which offered smaller-scale, in-person learning opportunities during these closures. Instead of hosting the community on campus, Virginia Tech’s Department of Entomology brought live arthropods, university experts, and the exciting science of entomology directly into schools, fostering small-group, hands-on learning experiences. In 2022, a playful assessment was added to the traveling outreach program to measure changes in student attitudes and perceptions of insects and other arthropods before and after the program. The assessment also gauged students’ favorite arthropods after seeing, and in some cases handling, them live during the program. Assessment results revealed valuable insights into how hands-on, applied learning experiences can shift children’s attitudes toward arthropods. Results showed that even after expressing trepidation and fears, students’ knowledge and comfort levels with insects and other arthropods increased as they interacted and learned throughout the program. These findings underscore the value of using engaging, hands-on, small-group approaches when designing entomology-themed outreach events for young audiences and offer guidance for future programs. Full article

The COVID-19 pandemic led to extensive school closures and an accelerated shift to remote learning, which had substantial consequences for students’ academic development. This study seeks to examine the impact of COVID-19 on learning loss among elementary students in southern Italy, with a focus on grade-level variations across key academic domains, including spelling, reading comprehension, reading speed and accuracy, and mathematical abilities. A sample of 332 students from grades II through V participated, with their performance being evaluated using standardized assessments for each academic skill. Findings revealed that students in grade III encountered greater difficulties in spelling and reading comprehension compared to both older and younger cohorts, indicating that remote learning may have disproportionately affected the initial stages of skill acquisition. These results highlight the necessity for targeted interventions, especially for younger students and those with preexisting academic challenges, to address the lasting effects of pandemic-related educational disruptions. Full article