The Impact of School Closures on Learning and Mental Health of Children
Lessons From the Covid-19 Pandemic
Bibliographic Data
| ID | 21786294 |
|---|---|
| Authors | Deni Mazrekaj (0000-0002-3311-6056, Utrecht University), Kristof De Witte (0000-0003-0505-8642, United Nations University – Maastricht Economic and Social Research Institute on Innovation and Technology, corresponding author) |
| Year | 2024 |
| Volume | 19 |
| Issue | 4 |
| Pages | 686-693 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Perspectives on Psychological Science (JOURNAL) |
| Journal identifiers | ISSN: 1745-6916 • E-ISSN: 1745-6924 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/17456916231181108 |
| PMID | 37427676 |
| OpenAlex | W4383710112 |
| Language | EN |
| Citations received | 30 |
| References cited | 43 |
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
Developmental psychology · Geography · Medical education · Mental health · Pandemic · Psychiatry · Psychosocial · COVID-19 and Mental Health · Early Childhood Education and Development · Medicine · Psychology · Youth Substance Use and School Attendance
Experiences of teachers and students on school closures and its consequences during the Covid-19 pandemic in Nyarugusu refugee camp, Tanzania
Evaluating education disruption by integrated school and road infrastructure system analysis
Trends in the Use of Non-Pharmaceutical Interventions in Schools During the Covid-19 Pandemic, February 2021 to December 2023
The impact of Covid-19 disruptions on primary education
How teachers develop dynamic capabilities during crises
Testing times
The effect of funding for disadvantaged students on academic underachievement
Nurturing bonds that empower learning
Emotional wellbeing in schoolchildren and teachers during the Covid-19 pandemic
School and student characteristics related to primary and secondary school students’ social–emotional functioning
Bridging educational gap for children coming from low socio-economic status during Covid-19 pandemic
The effect of school lockdown on well-being and self-esteem of adolescents during the Covid-19 pandemic in Hungary
The Psychological Science of Pandemics
Teorías subjetivas sobre convivencia y violencia escolar en discurso experto en la prensa de 2022
Residential Summer Camp Staff Perceptions of a Comprehensive Mental Wellness Initiative
Threats to Academic Freedom
Mature-age early-career academic identity formation during crises
The decline in pupils’ emotional engagement with school. How does England compare to other countries
Experts’ subjective theories
A lost generation? The impact of Covid-19 on high school students’ achievements
Educational continuity under crisis
In Search of Democratic Conversations in the High School Curriculum
College closures and psychological distress during Covid-19
Elementary students’ social, emotional, and cognitive development during the Covid- 19 pandemic in North America
Effects of inner child healing course on fear of Covid-19 and emotional family relationships improvement during the Covid-19 pandemic
When normality collapses from one moment to the next. A sociological theory of singular crisis
Policy responses to extreme heat and its impact on education
School leadership during times of crisis
A completely different space’
Supporting young Mena refugees in Ireland during and after the Covid-19 pandemic
Coronavirus Disease 2019 (Covid-19) and Mental Health for Children and Adolescents
Effects of Covid-19-Related School Closures on Student Achievement-A Systematic Review
School Closures During Social Lockdown and Mental Health, Health Behaviors, and Well-being Among Children and Adolescents During the First Covid-19 Wave
Physical activity and mental health in children and adolescents
The relationship between the big-five model of personality and self-regulated learning strategies
A critical review of the literature on school dropout
Loneliness as a predictor of suicidal ideation and behaviour
Mental health effects of school closures during Covid-19
Learning loss due to school closures during the Covid-19 pandemic
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions
Investigating the impacts of personality on the use and perceptions of online collaborative platforms in higher education
Social-Emotional Learning Amidst Covid-19 School Closures
The effects of parental involvement in homework
Helpful or Harmful? The Role of Personality Traits in Student Experiences of the Covid-19 Crisis and School Closure
Domestic Violence During the Covid-19 Pandemic
A systematic review and meta-analysis of the evidence on learning during the Covid-19 pandemic
The Economic Value of Social and Emotional Learning
School closures and educational attainment in Ethiopia
The effect of school closures on standardised student test outcomes
Pygmalion in the classroom
Shadow Education, American Style
Relations between personality and coping
The Impact of Enhancing Students' Social and Emotional Learning
Priceless
| Unique citing works | 30 |
|---|---|
| Citations per year | 15 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |