Children’s School Adjustment Problems in the Days of the COVID-19 Pandemic: A Mini Review Volume 6 - Issue 2

Pınar Özkan Kart¹* and Ali Cansu¹

• ¹Faculty of Medicine, Department of Pediatric Neurology, Farabi Hospital, Karadeniz Technical University, Trabzon, Turkey

Received:December 01, 2021;   Published:December 08, 2021

Corresponding author: Pinar Özkan Kart, Faculty of Medicine, Department of Pediatric Neurology, Farabi Hospital, Karadeniz Technical University, Trabzon, Turkey

DOI: 10.32474/SJPBS.2021.06.000231

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Abstract

The measures taken in many areas such as health, the economy, and social areas within the scope of the COVID-19 pandemic have also been effective in the field of education, and have caused billions of students around the world to switch from formal education to the digital education system. Children at pre-school and primary school education levels have been greatly affected by this process because their cognitive, social, physical, and language development is interrupted, they cannot continue their dialogues with their peers, and especially because they move away from the daily routine they are accustomed to. In older children and adolescents, there is a decrease in social relations due to compulsory isolation, feelings of loneliness, not being able to go to school, weakening of friendships, anxiety caused by uncertainty, unhappiness, decreased interest in lessons, and obsession with cleanliness. The pandemic has developed common emotional and behavioral reactions at the global level in parallel with the measures taken and the nature of the new regulations. Behavior and adaptation problems in children can be prevented or eliminated by developing crisis-focused psychosocial support services.

Keywords: Covıd-19 Pandemic; Children’s; School Adjustment Problems; Psychosocial Support

Abstract| Introduction| School, Children and the Pandemic| Conclusion| References|