Developmental Losses of Preschool Children Three Years into the COVID-19 Pandemic.

The COVID-19 pandemic and resulting mitigation measures have led to increased vulnerabilities in early child development. However, research is scarce and there are no studies on the persistence of these losses three years into the pandemic among young children. To fill in this gap, we examined census-like evaluations of school readiness carried out among preschoolers in Uruguay. The assessments were carried out among 5 cohorts of 5-year-olds: who were assessed prior to the pandemic (2018, 2019); during the pandemic (2020, 2021); and after the health emergency declaration ended in Uruguay (2022). A total of 180,984 teacher evaluations were included covering cognitive, motor and socio-emotional development, as well as attitudes toward learning. Overall, we found that scores in most spheres of child development decreased from before to during the pandemic in 2020 and 2021. In 2022, scores returned to pre-pandemic levels. Our findings suggest the recovery of developmental losses among cohorts of children in kindergarten took more than two years in a country that experienced a mild-to-moderate impact of the COVID-19 pandemic.

Decisions and Influential Factors Regarding Class-Specific School Closures Against Seasonal Influenza Outbreak.

Background One of the characteristics of school closure in Japan is class-specific school closure, which involves a reactive, short-term closure in the event of an infectious disease outbreak. These closures are implemented at each school in reaction to the annual seasonal influenza outbreaks. Very little research has addressed the formation of class-specific school closures to combat infectious diseases in elementary schools. We carried out a survey on factors involved in the decision to close classes and the determination of the timing and duration of class closures in elementary schools in Japan. Methods A mail-based questionnaire survey of elementary schools from four prefectures in western Japan was conducted between August and September 2021. The questions addressed the criteria for school closures (the timing and duration of class closure), various considerations, and confusion regarding class closures, with answers analyzed using descriptive statistical methods. Results In total, 714 elementary schools responded to the survey (37.9%). Furthermore, 398 (55.7%) schools established criteria for class closures during seasonal influenza. Class closure was most frequently initiated in schools with criteria when either 20% or 30% of class pupils were absent; the most common duration was three days. The duration of class closures was decided upon depending on the outbreak in some schools (69.8%), depending on the circumstances of the outbreak. Regarding class closure decisions, schools viewed school physicians' opinions as a priority, followed by school events, adjustments for Saturdays and Sundays, and Yogo teachers' opinions. Schools answering "no criteria for class closure" or "adjustments for Saturdays and Sundays" had difficulty determining class closure duration. Conclusion To guarantee the continuation of children's education and improve the effectiveness of preventive efforts against seasonal influenza, the following were considered important and helpful in class closure decision-making in elementary schools: scientific evidence, the school physician's opinion, and Yogo teachers' analysis of children's health information.

Long-term surveillance of SARS-CoV-2 in the school community from Campo Grande, Brazil.

BACKGROUND: The COVID-19 pandemic has significantly impacted education systems worldwide, with Brazil being one of the countries with the longest school closures. Over a million children and teenagers have been affected, leading to increased hunger and nutritional deficiencies. This study aimed to implement long-term surveillance of SARS-CoV-2 infections in public and private schools in Campo Grande, Brazil, after returning to in-person classes. METHODS: The study involved testing and genomic surveillance at 23 public and private schools in Campo Grande, Mato Grosso do Sul, Brazil, from October 18, 2021 to November 21, 2022. The participants eligible for enrollment were students aged 6-17 years and staff members from school institutions. At the time of collection, participants were asked if they had symptoms in the last two weeks. Whole-genome sequencing of SARS-CoV-2 was conducted to identify circulating variants and to compare them with those detected in the municipality. The demographic data and clinical history of the participants were described, and a logistic regression model was used to understand how the RT-qPCR results could be related to different characteristics. RESULTS: The study included 999 participants, most of whom were women. A total of 85 tests were positive, with an overall positivity rate of 3.2%. The dynamics of case frequency were consistent with those observed in the municipality during the study period. The most common symptoms reported were cough, rhinorrhea, headache, and sore throat. Symptoms were significantly associated with SARS-CoV-2 infection. Eleven lineages were identified in school community samples, with a frequency of occurrence per period similar to that found in the sequences available for the municipality. The most prevalent lineages within the sampling period were BA.2 (59.3%) and BA.5 (29.6%). CONCLUSIONS: Our findings demonstrate that schools can play a crucial role in epidemiological surveillance, helping trigger rapid responses to pathogens such as SARS-CoV-2. Long-term surveillance can be used to track outbreaks and assess the role of children and adults in transmission. It can also contribute to pandemic preparedness, enabling a rapid response to emergencies, such as COVID-19.

Accountability Battle: A Critical Analysis of a Charter Renewal Decision.

Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and new managerialism to make sense of the competing accounts surrounding a non-renewal process. We find four areas of tension, in which district officials subscribe to new managerialist authorizing styles that leave little room for participation from the Black and low-income school community. We conclude with recommendations for how districts can partner with communities to work toward frameworks of accountability that value the goals of multiple stakeholder groups.

Effect of School Closure During COVID-19 Lockdown on ADHD Symptoms Among Students.

Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder among children, with an estimated prevalence of 1.3 per 1000 in India. The nationwide lockdown imposed due to the COVID-19 pandemic has led to the closure of schools for an indefinite period. After the reopening of schools, the lockdown period was feared to have caused a deterioration in symptoms of existing mental health conditions among school-going children. This field study aimed to probe the association of school closures due to lockdown with any change in symptoms of ADHD in aged 6-15 years in the largest tertiary care hospital in Kolkata. Methods: A longitudinal observational study was conducted involving 34 prediagnosed ADHD patients attending the Clinical Psychology outpatient department (OPD) of a tertiary hospital for follow-up. Data was collected by face-to-face interviews with the patients' parents using a predesigned, pretested structured study schedule. Conners' Parent Rating Scale (CPRS) was used to assess the ADHD symptoms. Results: Twenty-three (67.65%) patients were observed to have worsened ADHD symptoms after lockdown. Significant worsening was observed in the ADHD indicator and the mood disorder indicator. Significant contributing factors were rural residence, nuclear family, non-attendance at school, and knowledge inadequacy among parents. Conclusion: There was a significant worsening of symptoms of ADHD owing to the school closure due to the lockdown.

Strengthening Pediatric and Public Health Collaboration to Protect Children's Health During a Pandemic.

This article examines lessons learned from previous pandemics, including the 2009 H1N1 influenza and the coronavirus disease 2019 pandemic. Pediatric providers have a unique and important role and strategies to improve collaboration and communication between public health and pediatric providers are essential during public health emergencies. A robust network of communication channels, effective public health messaging, and pediatric-focused disease related, and program outcome data are key to supporting a coordinated response to future pandemics. Critical issues include real-time communication with and engagement of pediatric providers as well as optimizing best evidence approaches for pediatric care while considering the distinct challenges facing children and their families.

Back to school after the pandemic: Adjustment of Spanish children and adolescents / La vuelta al colegio tras la pandemia: Adaptación de los niños y adolescentes españoles

Para frenar la propagación del COVID-19, el gobierno español aplicó medidas restrictivas, como el cierre escolar. Aunque los efectos de la pandemia en el bienestar emocional de los niños han sido estudiados, faltan estudios que examinen la adaptación escolar tras la pandemia y el papel que la infección ha tenido en el proceso de adaptación. El objetivo es analizar la relación entre los eventos estresantes relacionados con la escuela y la adaptación escolar después del confinamiento, incluyendo la ansiedad como mediadora. Los participantes fueron 219 padres de niños y adolescentes españoles de entre 3 y 18 años que completaron encuestas sobre la ansiedad de sus hijos (Spanish Brief Child Version of the Spence Children's Anxiety Scale), los eventos estresantes vividos relacionados con la escuela (Stressful Eventos relacionados con el Inventario de Pandemia), y la adaptación escolar (Escala de Ajuste de los Niños después del Cierre Escolar de la Pandemia). Los resultados mostraron mayor prevalencia en el evento estresante distancia social (87%). Tener COVID-19 y sufrir acoso escolar se relacionó directamente con una mayor ansiedad. Los niños que disminuyeron el contacto social y sufrieron acoso escolar mostraron peor adaptación escolar, siendo la ansiedad un mediador indirecto. Los hallazgos destacan la importancia de supervisar la adaptación escolar y promover estrategias para prevenir problemas emocionales en jóvenes expuestos a situaciones estresantes.(AU)

Aiming to mitigate the COVID-19 spread, the government of Spain applied restrictive measures, like schools’ closure. Although the ef-fects of the pandemic on children's emotional well-being have been stud-ied, there is a lack of studies examining school adjustment following the pandemic and the role that the infection has played in the adjustment pro-cess. The objective is to analyze the relationship between stressful events related to school experienced by children and their adjustment to school after the home confinement, including anxiety as a mediator variable. Par-ticipants were the parentsof 219 Spanish children and adolescents aged 3 and 18 years who completed a survey about their children’s anxiety (Span-ish Brief Child Version of the Spence Children’s Anxiety Scale), the stress-ful events experienced related to school (Stressful Events related to Pan-demic Inventory), and the adjustment to school (Adjustment of Children after Pandemic School Closure Scale). Results showed that social distance was the most reported stressful event (87%). Having COVID-19 and expe-riencing bullying were directly related to a high level of anxiety. Children ́s who decreased social contact and experienced bullying showed a worse ad-justment to school. Anxiety was an indirect mediator of this relationship. Findings highlight the importance of supervising school adaptation and promoting strategies to prevent emotional problems when the youths are exposed to stressful situations.(AU)

Daily Activities in European Children and Adolescents During COVID-19 School Closure: A Longitudinal Study Exploring Physical Activity, Use of Screens, and Sleep Patterns.

This longitudinal study aimed to analyze the evolution of patterns of daily activities (physical activity time, screen usage time, and sleep hours) in European youth during school closure due to the COVID-19 health crisis. Participants were 624 caregivers of children and adolescents aged 3-18 from Italy, Spain, and Portugal. Evaluations were online, and four time-points were considered: retrospective measurement of daily activities before confinement (T1), and two (T2), five (T3), and eight (T4) weeks after starting the lockdown. Generally accepted international guidelines on physical activity time, screen usage time, and hours of sleep by age group were used to determine whether the pattern might increase the risk for ill health or not. To estimate the evolution of daily activities, generalized estimating equations (GEE) were used. The percentage of children who practiced less than 60 min of daily exercise increased significantly from before home confinement (47.8%) to T2 (86.4%); it slightly decreased at T3 (79.8%), and remained stable at T4 (76.1%). The percentage of children who made excessive use of screens (according to their age group) significantly increased from T1 to T2 and remained stable and high in the rest of the evaluations. The percentage of children who slept fewer or more hours than recommended for their age group remained stable between T1 and T4, although there was a significant increase at T3. In general, results found unhealthier behaviors as confinement was extended. Results are discussed in order to find strategies for promoting healthy daily activities for future pandemics.

Physical Fitness and Body Mass Index Status of Hong Kong Primary Schoolchildren across the COVID-19 Pandemic, before and after School Closure.

OBJECTIVE: To determine whether health-related physical fitness and body mass index (BMI) status differed before and after school closure from the COVID-19 pandemic in a population-based cohort of Hong Kong primary schoolchildren. STUDY DESIGN: We examined the BMI z score, BMI status, and physical fitness z scores including (i) upper limb muscle strength, (ii) 1-minute sit-up test, (iii) sit-and-reach test, and (iv) endurance run tests, among 3 epochs: prepandemic (September 2018-August 2019), before school closure (September 2019-January 2020), and partial school reopening (September 2021-August 2022), using a repeated cross-sectional approach. RESULTS: A total of 137 752 primary schoolchildren aged 6-12 years were recruited over 3 academic years. Obesity increased significantly from 25.9% in 2018/19 to 31.0% in 2021/22, while underweight increased slightly from 6.1% to 6.5%. All tested parameters were adversely affected by the pandemic. The negative trend over time was far more pronounced in all 4 physical fitness scores in the underweight group, although performance in handgrip strength had no significance between 2018/19 and 2021/22. CONCLUSIONS: Schoolchildren who are both underweight and overweight/obese are vulnerable to adverse changes in physical fitness during the COVID-19 pandemic. To eliminate the negative health and fitness outcomes, it is urgent to develop strategies for assisting schoolchildren in achieving a healthy weight, especially in the postpandemic era.

School and class closures and adolescent mental health during the second and later waves of the COVID-19 pandemic in Finland: a repeated cross-sectional study.

BACKGROUND: Since the start of the COVID-19 pandemic, several studies have shown deterioration of adolescents' mental health when comparing periods before and after the start of the pandemic when there were national school closures. Less is known of the following waves with more variation in school closures and their duration. We study here, if variation in school or class closures was related to adolescents' mental health, if the duration mattered, and if the relationships were gender sensitive. METHODS: All comprehensive schools in Finland were invited to participate. Students (grades 7-9, age 13-16 years) answered digitally in November-December 2020 (n = 41,041) and April-May 2021 (n = 28,501). The responses were given anonymously. Mental health was measured by daily health complaints and moderate/severe anxiety (GAD-7, only in 2021). School and class closures were combined to a variable (yes/no). The duration of a closure was analysed in weeks. Logistic regression analysis was used. RESULTS: In 2020, 14% of pupils reported a school closure and 33% in 2021. The gender-adjusted odds for daily health complaints were higher among those with the school or class closure compared to those without (OR = 1.2 (1.1-1.3) in 2020; OR = 1.3 (1.2-1.3) in 2021). For anxiety, the corresponding OR was 1.3 (1.2-1.4). Girls had higher odds for both measures than boys and the non-binary gender had the highest. A one-week increase in the duration of closure had a small effect on daily health complaints OR = 1.05 (1.02-1.09) in 2020; OR = 1.05 (1.02-1.08) in 2021) and anxiety OR = 1.05 (1.01-1.08). Gender differences in the associations of the school or class closure with mental health were negligible. CONCLUSIONS: A specific negative influence of school or class closures on adolescents' mental health was seen when comparing those who had school/class closure and those who did not during the further waves of the pandemic. The duration of closure had a small effect, too. The non-binary gender had lowest mental health, but the influence of school closure on mental health was mainly similar between the genders. School closures are one of the factors in adolescents' mental health, but not the only one.

Evaluating the Effectiveness of School Closure in COVID-19-Related Syndromes From Community-Based Syndromic Surveillance: Longitudinal Observational Study.

BACKGROUND: During the COVID-19 pandemic, a school closure policy was adopted to prevent cluster transmission in schools and subsequent household transmission. However, the effectiveness of school closure is not consistent in studies conducted in different countries. OBJECTIVE: This study aimed to explore the association between school closure and the daily standardized incidence of COVID-19-related syndromes in an outpatient syndromic surveillance system. METHODS: We calculated the incidence of COVID-19-related syndromes derived from a community-based syndromic surveillance system between the first week of January and the second or fourth weeks after school closure in 2021 and 2022 in Taipei City, Taiwan. The effect of school closure on the standardized incidence of COVID-19-related syndromes was evaluated by interrupted time series analysis using an autoregressive integrated moving average with a distributed lag function. The exogenous variables were changes in human mobility measured by Google COVID-19 community mobility reports. Furthermore, the models quantified the influence of different age groups and the hierarchy of medical facilities, such as clinics or community hospitals. RESULTS: School closure was only negatively and significantly associated with the overall standardized incidence of COVID-19-related syndromes in 2021 for 2 weeks after the intervention (coefficient -1.24, 95% CI -2.40 to -0.08). However, in different age groups, school closure had a significantly negative association with the standardized incidence among people aged 13-18 years and ≥65 years for 2 weeks after the intervention in clinics in 2021. In community hospitals, school closure was significantly positively associated with the standardized incidence among people aged 19-24 years in 2021. In 2022, 2 weeks after the intervention, school closure had a significantly negative association with the standardized incidence among people aged 0-6, 7-12, and 19-24 years in community hospitals and aged >45 years in clinics. Furthermore, the standardized incidence was positively associated with movement change toward grocery and pharmacy stores in all age groups in 2022. In addition, movement changes toward residences were significantly positively associated with the standardized incidence among all age groups. CONCLUSIONS: Overall, school closure effectively suppresses COVID-19-related syndromes in students owing to the reduction of physical contact. In addition, school closure has a spillover effect on elderly people who stay at home.

Effect of school lockdown due to the COVID-19 pandemic on screen time among adolescents in Hungary: a longitudinal analysis.

Introduction: Studies indicate that due to school lockdown during the Coronavirus Disease 2019 (COVID-19) pandemic, screen time increased more steeply than pre-pandemic years. The aim of our study was to examine changes in screen time and its components (screen time spent on videos, games, homework, and other activities) of adolescents affected by COVID-19 school closures compared to controls from pre-pandemic years and to assess the effect of family structure and family communication. Methods: Two sets of ninth-grader boys and girls transitioning into 10th grade were included in the analysis. The 'pre-COVID classes' (controls) completed the baseline survey in February 2018 and the follow-up survey in March 2019. 'COVID classes' (cases) completed the baseline survey in February 2020 (1 month before the COVID-19-related school lockdowns) and the follow-up survey in March 2021. Linear mixed models stratified by sex were built to assess the change in screen time over one year adjusted for family structure and communication. Results: Our study population consisted of 227 controls (128 girls, 99 boys) and 240 cases (118 girls, 122 boys). Without COVID-19, overall screen time did not change significantly for boys, but there was a decrease in screen time for gaming by 0.63 h, which was accompanied by an increase of 1.11 h in screen time for other activities (consisting mainly of social media and communication). Because of the pandemic, all components increased by 1.44-2.24 h in boys. Girls' screen time and its components remained stable without school lockdown, while it increased for videos and homework by 1.66-2.10 h because of school lockdown. Living in a single-parent household was associated with higher, while better family communication resulted in lower screen time. Discussion: Our results indicate that COVID-19-related school lockdowns modified the age-specific increase in screen time for boys and girls as well. This trend, however, may be counterbalanced by improving communication between family members.

Epidemiology of Paediatric Trauma During National Lockdown: A Retrospective Study With 12 Months of Follow-Up.

Introduction The COVID-19 pandemic and its associated preventative measures such as national lockdown dramatically changed the daily activities of children. This paper aims to compare the epidemiology of paediatric orthopaedic trauma presentation, management and outcomes during the school closure period with the matched pre-pandemic period in 2019. Methods This was a retrospective cohort study of data collected from the West Yorkshire Trauma Network, comprising a major trauma centre, Leeds General Infirmary, and five peripheral trauma units. All patients aged 0-18 years who required trauma unit management during the school closure period (18 March 2020-25 May 2020) were included. Cases for the matched period in 2019 were analysed for baseline comparison. Patient demographics, mechanism and anatomical location of injury, management and follow-up were assessed. Results In the 2020 and 2019 cohorts, 286 and 575 injuries were observed, respectively. In the 2020 cohort, we observed a 50.3% (n=289) fall in paediatric trauma presentation and a significant proportional reduction in referrals from the emergency department (22% (n=63) versus 53% (n=305); p<0.001). There was also a significant reduction in the average age at presentation by more than one year (p<0.001). Sports-related injuries decreased significantly (n=16 (5.6%) versus n=127 (22.1%); p<0.001). While the proportion of ride-on injuries increased significantly, overall numbers remained similar (n=63 (22%) versus n=61 (10.6%); p<0.0001). Non-accidental injury (NAI) concerns rose significantly (n=9 (3.1%) versus n=4 (0.7%); p=0.01), but the absolute number of confirmed NAI cases stayed the same (n=2). There was a proportional increase in upper limb injuries (64.3% (n=184) versus 58.4% (n=336); p>0.05) and a proportional reduction in lower limb injuries (32.1% (n=92) versus 35.5% (n=204); p>0.05). However, the rate of tibial shaft injuries rose significantly (10.1% (n=29) versus 5.2% (n=30); p=0.02). The use of conservative management increased with a significant delay in average time to surgery from the date of injury (8.5 days versus 3.1 days; p=0.01). Patients who were only followed up with a telephone consultation rose significantly (23% (n= 66) versus 6% (n=35); p<0.001). Re-presentation rate increased significantly (1.4% (n=4) versus 0.2% (n=12); p=0.04). Conclusion Our study showed a reduction in paediatric trauma presentations during the pandemic and a significant reduction in the average age at presentation. This change has been accompanied by a shift in the mechanism and anatomical location of injury, management and subsequent follow-up.

The Impact of the COVID-19 Pandemic on Childhood Obesity: A Review.

The coronavirus disease 2019 (COVID-19) pandemic has changed many families' eating habits and lifestyles. The main aim of this study was to investigate the association between COVID-19 and childhood obesity across the scientific literature. Literature reviews have shown that the current COVID-19 pandemic may play a major negative role in the global fight against childhood obesity. School closures, changes in routine, loss of structure, and loss of control were negatively associated with childhood obesity during the COVID-19 period. In addition, physical inactivity, irregular sleep, increased smartphone/TV screen time, and sedentary life may have played a significant negative role in social distress among children and adolescents. It has been argued that school closures during the pandemic have the potential to increase the prevalence of childhood obesity. Finally, family violence was predicted to increase during the pandemic, putting already vulnerable children at increased risk. The pandemic caused significant morbidity and mortality, straining healthcare systems, shutting down economies, and closing school districts. Pandemic future planning should involve stakeholders, including governments, schools, and families, who should make every effort to minimize the impact of the COVID-19 outbreak on childhood obesity.

The impact of the initial COVID-19 lockdown on the mental health and lifestyle of children in Turkey / Impacto del confinamiento por COVID-19 en los cambios de salud mental de los niños en Turquía

The COVID-19 lockdown and subsequent school closures increased children’s mental health difficulties and associated risk of school exclusion. The present study examined the changes in children’s daily habits, and emotional and behavioral symptoms during the first national lockdown in 2020 as compared to before. A total of 854 caregivers living in Turkey with children aged 5 to 12 years completed a survey. The results showed that children spent significantly more time using screens, and less time engaging in physical activity during the lockdown compared to before. Additionally, one in three children were reported as feeling bored. Approximately half of the children were reported to show signs of nervousness, anger, anxiety, worry, restlessness, irritability, argumentativeness, and fear of infection. The children whose caregivers reported more family coexistence difficulty, higher risk of COVID-19 infection, poorer mental health, and high parenting role stress experienced higher levels of emotional and behavioral difficulties during the lockdown as compared to before. Children’s pandemic-related emotional symptoms increased with age. Our findings suggested that the COVID-19 lockdown in Turkey had a negative impact on children’s socioemotional and behavioral wellbeing with pre-adolescents being at higher risk of emotional change during the lockdown. These findings can guide early prevention and intervention programs to address child mental health symptoms in Turkey. (AU)

La pandemia de la COVID-19 y el posterior cierre de las escuelas aumentaron las dificultades de salud mental de los niños y el riesgo asociado de exclusión escolar. El presente estudio examinó los cambios en los hábitos diarios de los niños y los síntomas emocionales y conductuales durante el primer cierre nacional de 2020 en comparación con el anterior. Un total de 854 cuidadores que viven en Turquía con niños de 5 a 12 años completaron una encuesta. Los resultados mostraron que los niños pasaron significativamente más tiempo usando pantallas y menos tiempo realizando actividades físicas durante ese tiempo en comparación con el anterior. Además, el 78,5% de los niños fueron reportados por sus cuidadores como aburridos. Aproximadamente la mitad de los niños mostraron signos de nerviosismo, enfado, ansiedad, preocupación, inquietud, irritabilidad, discusiones y miedo a las infecciones. Los hijos de los cuidadores que declararon tener más dificultades de convivencia familiar, peor salud mental y un elevado estrés en el rol de padres experimentaron mayores niveles de dificultades emocionales y de comportamiento durante el encierro en comparación con los anteriores. El alto riesgo de infección por COVID-19 por parte de los cuidadores se asoció con mayores niveles de dificultades emocionales y conductuales en los niños durante el encierro que antes. Nuestros resultados sugieren que el bloqueo por COVID-19 en Turquía tuvo un impacto negativo en el bienestar socioemocional y conductual de los niños. (AU)

Policies on children and schools during the SARS-CoV-2 pandemic in Western Europe.

During the pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), mitigation policies for children have been a topic of considerable uncertainty and debate. Although some children have co-morbidities which increase their risk for severe coronavirus disease (COVID-19), and complications such as multisystem inflammatory syndrome and long COVID, most children only get mild COVID-19. On the other hand, consistent evidence shows that mass mitigation measures had enormous adverse impacts on children. A central question can thus be posed: What amount of mitigation should children bear, in response to a disease that is disproportionally affecting older people? In this review, we analyze the distinct child versus adult epidemiology, policies, mitigation trade-offs and outcomes in children in Western Europe. The highly heterogenous European policies applied to children compared to adults did not lead to significant measurable differences in outcomes. Remarkably, the relative epidemiological importance of transmission from school-age children to other age groups remains uncertain, with current evidence suggesting that schools often follow, rather than lead, community transmission. Important learning points for future pandemics are summarized.

Trends in the effect of COVID-19 on consultations for persons with clinical and subclinical eating disorders.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of individuals developing eating disorders and has exacerbated existing eating disorders. This observational study investigated the impact of the COVID-19 pandemic on patients with clinical and subclinical eating disorders. METHODS: This study was conducted over a period of four years: two years before and after the onset of the COVID-19 pandemic in Japan. We recorded the number and types of consultations provided by the Eating Disorder Treatment and Support Center coordinator. For subgroup analysis, data were classified by age, body mass index, and source of consultation, including patients, families, and personnel. The Seasonal Decomposition of Time Series by Loess was used for time series analysis. RESULTS: The total number of consultations increased after the start of the pandemic and peaked around the beginning of 2022, before subsequently falling despite the increase in the number of COVID-19 infections. A similar trend was observed in patients aged 10-29 years. The study period coincided with social isolation and school/college/university closures. CONCLUSIONS: The number of eating disorder consultations increased after the start of the pandemic. Although COVID-19 infections persisted, the pandemic's impact was transient.

The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities.

BACKGROUND: Many schools around the world involuntarily began remote learning in March of 2020 as a result of the COVID-19 pandemic, which brought immediate changes and challenges to teaching and learning that are likely to influence student achievement into the foreseeable future. While large numbers of students face difficulties in learning to read under typical conditions, remote learning resulted in substantial deficits in reading outcomes. AIMS: This study aimed to examine the relative impact of the pandemic on reading performance in United States (U.S.) for students with and without disabilities. METHODS: and procedure: In this interpretive analysis, we compared the progress of a large sample of students (n = 219,500) by using the National Assessment of Educational Progress (NAEP) data, in two grade levels (Grades 4 and 8), with and without disabilities, at two time points (2019 and 2022). OUTCOMES AND RESULTS: Statistically significant decreases were identified on the reading outcomes of students in U.S. Students without disabilities experienced a significant decrease in their reading outcomes pre- and post-pandemic, compared to students with disabilities (SWDs). CONCLUSIONS AND IMPLICATIONS: We discuss the effects of the COVID-19 pandemic on students' reading performance and the implications for effective reading instructions in the future.

The Impact of School Closures on Learning and Mental Health of Children: Lessons From the COVID-19 Pandemic.

To curb the spread of the coronavirus, almost all countries implemented nationwide school closures. Suddenly, students experienced a serious disruption to their school and social lives. In this article, we argue that psychological research offers crucial insights for guiding policy about school closures during crises. To this end, we review the existing literature on the impact of school closures during the COVID-19 pandemic on children's learning and mental health. We find that the unprecedented scale and length of school closures resulted in a substantial deficit in children's learning and a deterioration in children's mental health. We then provide policy recommendations on how to ensure children's learning and psychosocial development in the future. Specifically, we recommend that more attention should be paid to students from marginalized groups who are most in need of intervention, evidence-informed and personality-tailored mental-health and social- and emotional-learning programs should be implemented in schools, and generational labels should be avoided.

The impact of the COVID-19 pandemic on children's learning and wellbeing: Evidence from India.

We study the impact of the COVID-19 pandemic and associated school closure on primary school children's learning and mental wellbeing in Assam, India. Using a comprehensive dataset that tracked and repeatedly surveyed approximately 5000 children across 200 schools between 2018 and 2022, we find that children lost the equivalent of nine months of learning in mathematics and eleven months in language, during the pandemic. Children lacking resources and parental support experienced the largest losses. Regular practice, teacher interaction, and technology were associated with less learning loss. Over the same period, children's psychological wellbeing improved. Our research provides valuable insights for designing post-emergency programs.