Distance learning in Italian primary and middle school children during the COVID-19 pandemic: a national survey
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Background: School closure created difficulties for parents, who were asked to care for their children and help them with schooling, while working at home. We aimed to explore the experiences in organising school for children at home and its implications on children’s psychological well-being and educational progress during the quarantine for the COVID-19 pandemic. Methods: A nationwide online survey of mothers of primary and middle school students was conducted during the COVID-19 pandemic. Demographic data and information on distance learning organisation and children’s attitudes and behavioural changes were collected. Results: 2149 mothers completed the survey, with a final sample of 1601 subjects. Large differences between primary and middle school emerged: lessons were less organised and routines were more instable for the youngest, who could not pay attention for more than 20 min (28.3%) and needed breaks every 10 min (21.6%), with lower quality of learning (40.6%), increased restlessness (69.1%), and aggressiveness (33.3%). A large use of screens was reported, with an abuse in screen time in 2%. Two thirds of mothers did not approve of distance learning (72.2%) because of their role in replacing teachers (77.8%), the effort required (66%), and the great commitment required (78.3%). Conclusions: Distance learning increased educational deprivation and social inequalities, especially for the youngest children, who lost almost one year of school. The situation was even worse for children with disabilities, who were neglected by the institutions. This period should be considered as an opportunity to correct the weaknesses of our school system.
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Evidence demonstrates the negative psychological impact of continued isolation for young people in particular since their life stage is more intensely shaped by their social environment.
“Certainly, evidence demonstrates the negative psychological impact of continued isolation for young people in particular since their life stage is more intensely shaped by their social environment (i.e. exposure to peers and learning environment) [26–28].”
From Facilitators and barriers to social distancing for young people during the COVID-19 pandemic (2022) · cites this paper as [28]
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- Authors
- Scarpellini, F., Segre, G., Cartabia, M., Zanetti, M., Campi, R., Clavenna, A., & Bonati, M.
- Affiliations
- Mario Negri Institute for Pharmacological Research (IT)
- Corresponding author
- Scarpellini, Francesca
- ORCID
- Venue
- BMC Public Health
- Published
- 2021-06-02
- Volume
- 21
- Issue
- 1
- Pages
- 1035-1035
- ISSN
- 1471-2458 (ISSN-L)
- PMC
- PMC8170444
- OpenAlex
- W3164361366
- Cited by
- 92
- References
- 31
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 15 · 2023: 27 · 2022: 36 · 2021: 7
- FWCI
- 37.37
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- BMC Public Health (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
- Social Sciences › Education › Online Learning Methods and Innovations
- Keywords
- distance education, COVID-19 pandemic, school closures, elementary school students, junior high school students, parental involvement in schooling, child psychological well-being, screen time, educational disadvantage, educational inequality, children with disabilities, maternal perceptions, learning loss
- MeSH terms
- COVID-19, SARS-CoV-2, Child, Female, Humans, Italy, Surveys and Questionnaires, Schools, Education, Distance, Pandemics
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