Developmental mental health impacts and learning in children, adolescents, post-school closure parents and teachers: a systematic review
DOI:
https://doi.org/10.25118/2763-9037.2022.v12.416Keywords:
school closure, developmental delay, learning problems, COVID-19Abstract
Introduction: COVID-19 related school closures resulted in individual and social impacts increasingly reported. Students, parents and teachers had mainly negative consequences related to school outbreaks, with some positive outcomes, but not yet systematically characterized. Objective: To promote a characterization of the impacts of school closures on learning progress, cognitive and socio-emotional development and mental health of children, teenagers, teachers and parents, by means of a systematic review. Methods: Abstracts were searched through PubMed, Scopus and PsycINFO databases between 2021 and 2022, with the syntax of the constructs “students, parents or teachers”, “cognitive development, socio-emotional, mental health or school achievement” and “COVID-10 or school outbreaks”. Results: From 622 records, 86 studies after full-text selection, with a 100% agreement rate among three judges. Among the main outcomes related to school closures, we highlight that children and adolescents showed higher levels of anxiety, hyperactivity, and inattention symptons, impacts in overall cognition and motor development, and significant school readiness and learning losses. Increased levels of depression, suicidal ideation, anxiety, and stress were observed among parents, while teachers presented increased levels of stress and burnout. Conclusion: These findings emphasize the need for private protective actions and public policies aimed towards the mitigation of the impacts of prolonged school closure. The main guideline for future emergency decisions is that schools are the last place to close and the first to reopen, as a neuro and psychoprotective action.
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Salem AAGG, Ferreira da Silva P, Felizardo D, Holz MR, Fonseca RP. Does the frequency of reading and writing habits contribute to executive functions, intelligence, and learning in adolescents with healthy development? Appl Neuropsychol Child. 2022 Feb 7;1-11. https://doi.org/10.1080/21622965.2022.2026222 - PMid:35129415
Gori M, Schiatti L, Amadeo MB. Masking emotions: face masks impair how we read emotions. Front Psychol. Sec. Emotion Science. 2021 May 25;12. https://doi.org/10.3389/fpsyg.2021.669432 - PMid:34113297 - PMCid:PMC8185341
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Elharake JA, Akbar F, Malik AA, Gilliam W, Omer SB. Mental health impact of COVID-19 among children and college students: a systematic review. Child Psychiatry Hum Dev. 2022 Jan 11; https://doi.org/10.1007/s10578-021-01297-1 - PMid:35013847 - PMCid:PMC8747859
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Smith J, Levickis P, Neilson R, Mensah F, Goldfeld S, Bryson H. Prevalence of language and pre‐literacy difficulties in an Australian cohort of 5‐year‐old children experiencing adversity. Int J Lang Commun Disord. 2021;56(2):389-401. https://doi.org/10.1111/1460-6984.12611 - PMid:33704873
Psyridou M, Tolvanen A, Jong PF, Lerkkanen M-K, Poikkeus A-M, Torppa M. Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification. Dev Psychol. 2021;57(11):1840-54. https://doi.org/10.1037/dev0000976 - PMid:34914449
Kozlov M. Does Omicron hit kids harder? Scientists are trying to find out: children are making up a larger proportion of patients hospitalized with COVID than in previous infection waves. Nature. 2022 Feb 4. https://doi.org/10.1038/d41586-022-00309-x
REFERÊNCIAS DO ANEXO B
Murray TS, Malik AA, Shafiq M, Lee A, Harris C, Klotz M, Humphries JE, Patel KM, Wilkinson D, Yildirim I, Elharake JA, Diaz R, Reyes C, Omer SB, Gilliam WS. Association of child masking with COVID-19-related closures in US Childcare Programs. JAMA Netw Open. 2022;5(1):e2141227. https://doi.org/10.1001/jamanetworkopen.2021.41227 PMid:35084484 - PMCid:PMC8796014
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Gori M, Schiatti L, Amadeo MB. Masking emotions: face masks impair how we read emotions. Front Psychol. Sec. Emotion Science. 2021 May 25;12. https://doi.org/10.3389/fpsyg.2021.669432 - PMid:34113297 - PMCid:PMC8185341
Stajduhar A, Ganel T, Avidan G, Rosenbaum RS, Freud E. Face masks disrupt holistic processing and face perception in school-age children. Cogn Res Princ Implic. 2022 Dec 7;7(1):9. https://doi.org/10.1186/s41235-022-00360-2 - PMid:35128574 PMCid:PMC8818366
Elharake JA, Akbar F, Malik AA, Gilliam W, Omer SB. Mental health impact of COVID-19 among children and college students: a systematic review. Child Psychiatry Hum Dev. 2022 Jan 11; https://doi.org/10.1007/s10578-021-01297-1 PMid:35013847 - PMCid:PMC8747859
Truong TL, Weber A. Intelligibility and recall of sentences spoken by adult and child talkers wearing face masks. J Acoust Soc Am. 2021;150(3):1674-81. https://doi.org/10.1121/10.0006098 - PMid:34598631 - PMCid:PMC8487070
Yi H, Pingsterhaus A, Song W. Effects of wearing face masks while using different speaking styles in noise on speech intelligibility during the COVID-19 pandemic. Front Psychol. Sec. Language Sciences 2021 Jun 28;12. https://doi.org/10.3389/fpsyg.2021.682677 - PMid:34295288 PMCid:PMC8292133
Smith J, Levickis P, Neilson R, Mensah F, Goldfeld S, Bryson H. Prevalence of language and pre‐literacy difficulties in an Australian cohort of 5‐year‐old children experiencing adversity. Int J Lang Commun Disord. 2021;56(2):389-401. https://doi.org/10.1111/1460-6984.12611 - PMid:33704873
Psyridou M, Tolvanen A, Jong PF, Lerkkanen M-K, Poikkeus A-M, Torppa M. Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification. Dev Psychol. 2021;57(11):1840-54. https://doi.org/10.1037/dev0000976 - PMid:34914449
Kozlov M. Does Omicron hit kids harder? Scientists are trying to find out: children are making up a larger proportion of patients hospitalized with COVID than in previous infection waves. Nature. 2022 Feb 4. https://doi.org/10.1038/d41586-022-00309-x
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