ISSN: 2641-1768
Pınar Özkan Kart1* and Ali Cansu1
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
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
COVID-19 (2019 novel coronavirus disease) is an infectious disease caused by the SARS-CoV-2 virus [1]. It first appeared on December 31, 2019, in Wuhan, Hubei Province of China, and was later declared a pandemic by the World Health Organization (WHO) [2]. Since the beginning of the COVID-19 pandemic, several measures have been taken in health, economic, and social areas and have been especially effective in education. As of March 27, 2020, the COVID-19 pandemic has forced more than 1.5 billion students in 188 countries to switch from traditional face-toface education to a digital one. The closure of schools during the COVID-19 pandemic aimed to reduce the number of new cases by preventing transmission. During this process, children could not attend school for more than a year. During the COVID-19 pandemic, digital transformation, meaning education is carried out through electronic systems in developed and developing countries, enabled individuals with formal education to switch to distance education. However, such studies could not be carried out widely in underdeveloped countries, thus disrupting education services [3].
School adjustment, is defined as ensuring the highest level of
harmony between the child and many factors in the educational
environment, including concepts such as academic success, social
skills, and emotional competence [4]. Face-to-face education,
which expresses the realization of education in a formal classroom
environment, represents an active process in which students
and teachers practice educational materials within the school
environment [5]. Distance education, on the other hand, is a type
of education that combines distance learning and teaching; the
teaching is not face-to-face in a physical environment, and the
education takes place under the guidance of a teacher or by student
effort in the light of written sources [6]. Many studies in the
educational sciences have revealed that face-to-face education is
much more advantageous than distance education [7] and say faceto-
face education increases attention and accelerates the focus of
the student on the class subject. With the physical connection, the
student is engaged with the classroom and can ask questions when
they get stuck. Along with many other aspects, it is more beneficial
to the student in comparison to distance education.
School-age children are among the most at-risk groups to be
affected by the COVID-19 pandemic. Children at preschool and
primary school education levels have been affected by this process.
Consequently, their cognitive, social, physical, and language
development are interrupted. They are unable to continue their conversations with their peers and have become estranged from the
daily life routine that they were once accustomed to. The fact that
children of this age group continued their roles at home with online
education without seeing any orientation in the education system
meant they could not practice their student roles and struggled with
adaptation. Children who have just begun to distinguish between
school and home in the preschool period and are fed from two
different places to understand their role tend to lose their harmony
with school by being confined to the home during the COVID-19
pandemic. Quarantine education, which harms children’s cognitive
processes, has also created an anxiety problem for those whose
abstract thinking skills have not yet been developed [8]. In the
study [9] they inquired of preschool teachers about their opinion
on the matter. Most of the teachers (n = 119; 62.6%) thought
that the COVID-19 process would negatively affect the adaptation
process of children to school, and 66 participants (34.7%) stated
that this process would affect the adaptation process of children
to school. They thought that there were not only negative but also
positive effects.
According to the research, unlike in previous years, teachers
conducted special activities such as cleaning and personal care
with children every day during the adjustment week, meeting with
families one-on-one. Teachers plan to shorten the length of time
children spend at school and have them play games continuously in
the schoolyard. In addition, factors such as the parenting attitude of
the families, the education level of the mother, whether they went
to the same school before, and having a sibling who went to school
have importance in the adaptation process of children to school.
Researching the effects of the COVID-19 pandemic on older children
and adolescents shows that the decrease in social relations, feelings
of loneliness due to compulsory isolation, and not being able to go
to school weaken their friendships [10]. There are findings such
as confronting the fear of death, anxiety, unhappiness, decreased
interest in lessons, and obsession with cleanliness arising from
uncertainty [11]. Children felt insecure, scared, and lonely during
this period. Additionally, children experienced sleep disturbances,
nightmares, loss of appetite, agitation, inattention, and separation
anxiety [12]. According [13] in his study, found that 76% of the
children had difficulty concentrating, 52% had intense boredom,
39% had aggressive behaviors, 38.8% had restlessness, 31.3% had
loneliness, and 30.1% had anxiety. Several behavioral problems can
make it hard to adapt to school in digital education systems. These
include peer relations problems, disobeying the rules, constantly
talking about COVID-19 or any other disease, shortening their
attention spans, forgetting the information taught in the previous
years, and excessive cleaning behaviors. Young people use social
media, online games, and messaging applications more frequently
in order to reduce the stress and anxiety they experience and to
meet their socialization needs in the virtual environment.
This behavior can turn into a permanent internet addiction. It is
necessary to identify the factors that increase technology addiction
in secondary school students during the pandemic period and to
make risk analysis and suggestions according to the findings to
be obtained. In a study, it was found that 76.2% of the students
during the COVID-19 pandemic period increased the duration
of phone or tablet use compared to the pre-pandemic period
[14]. In the study we conducted among school-age children during
the COVID-19 pandemic period, we found the rate of internet
addiction at a very high rate of 17.1% [15]. The increase in the in
the time spent using phones, computers, and tablets, using instant
messaging and social networking platforms, and playing online and
console games during the COVID-19 pandemic period will cause
a decrease in academic success along with the problem of school
adjustment. Spending quality time with family members, who
are the people with whom adolescents spend most of their time
during the COVID-19 pandemic, will enable adolescents to form
real relationships and bonds rather than virtual relationships [16].
Unfortunately, especially in developing countries, the economic
concerns of families, which increased during the pandemic period,
can interrupt this process. The impact on the quality of education
and the academic and professional success of future generations
will emerge in the long term during the pandemic process.
Studies have shown several important factors in the gender gap
between children during the school adjustment process. It has been
determined that the mean score of school adjustment for girls is
higher than that of boys [17]. It is thought that the situation is that,
in general, parents and society expect more adaptive behaviors
from their daughters. As a result, girls are more adaptable than
boys, have stronger communication with their teachers, and
are more likely to cope by using strategies that do not involve
aggression and require communication skills. In addition, studies
on preschool children have also found that there is no relationship
between school adjustment and school maturity and gender [18].
To further clarify the literature, there is a need for further studies
examining all these factors during the COVID-19 pandemic process.
The pandemic has led to the development of common emotional and behavioral reactions globally. These are in parallel with the measures taken and the nature of the new regulations. The SARSCoV- 2 virus is not the first virus to threaten humanity, nor will it be the last. Unlike other pandemics, the COVID 19 pandemic has shown experience of difficult and unusual problems in the era of digital transformation. Improvement studies that will help to avoid possible future pandemics will help to reduce the intensity and frequency of psychosomatic, behavioral, cognitive, and emotional reactions that may occur in children. These can be reduced by prevention measures taken by families, teachers, and mental health workers. Finally, behavior and adaptation problems in children can be prevented or eliminated by developing crisis-focused psychosocial support services.
Bio chemistry
University of Texas Medical Branch, USADepartment of Criminal Justice
Liberty University, USADepartment of Psychiatry
University of Kentucky, USADepartment of Medicine
Gally International Biomedical Research & Consulting LLC, USADepartment of Urbanisation and Agricultural
Montreal university, USAOral & Maxillofacial Pathology
New York University, USAGastroenterology and Hepatology
University of Alabama, UKDepartment of Medicine
Universities of Bradford, UKOncology
Circulogene Theranostics, EnglandRadiation Chemistry
National University of Mexico, USAAnalytical Chemistry
Wentworth Institute of Technology, USAMinimally Invasive Surgery
Mercer University school of Medicine, USAPediatric Dentistry
University of Athens , GreeceThe annual scholar awards from Lupine Publishers honor a selected number Read More...