The impact of unplanned school closure on children’s social contact: rapid evidence review
Open accessPublished version of a preprint
Abstract
Background: Emergency school closures are often used as public health interventions during infectious disease outbreaks to minimise the spread of infection. However, if children continue mixing with others outside the home during closures, the effect of these measures may be limited. Aim: This review aimed to summarise existing literature on children’s activities and contacts made outside the home during unplanned school closures. Methods: In February 2020, we searched four databases, MEDLINE, PsycInfo, Embase and Web of Science, from inception to 5 February 2020 for papers published in English or Italian in peer-reviewed journals reporting on primary research exploring children’s social activities during unplanned school closures. Main findings were extracted. Results: A total of 3,343 citations were screened and 19 included in the review. Activities and social contacts appeared to decrease during closures, but contact remained common. All studies reported children leaving the home or being cared for by non-household members. There was some evidence that older child age (two studies) and parental disagreement (two studies) with closure were predictive of children leaving the home, and mixed evidence regarding the relationship between infection status and such. Parental agreement with closure was generally high, but some disagreed because of perceived low risk of infection and issues regarding childcare and financial impact. Conclusion: Evidence suggests that many children continue to leave home and mix with others during school closures despite public health recommendations to avoid social contact. This review of behaviour during unplanned school closures could be used to improve infectious disease modelling.
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The responses of children and adolescents to a crisis situation depend upon their prior exposure to emergency situations, physical and mental health issues, socioeconomic circumstances of the family, and cultural background.
“The responses of children and adolescents to a crisis situation depends upon their prior exposure to emergency situations, physical and mental health issues, the socioeconomic circumstances of the family, and their cultural background [1,3].”
From Mental Health of Children and Adolescents Amidst COVID-19 and Past Pandemics: A Rapid Systematic Review (2021) · cites this paper as [1]
The Discussion (page unavailable) says children’s behaviour during school closures may depend on cultural context and families’ socioeconomic status. It does not address prior exposure to emergencies or physical and mental health issues, and its tentative finding about behaviour during school closures does not establish the broader claim about responses to crises. (LLM, conf=0.86)
Experimental — accuracy not yet measuredFor children and adolescents with mental health issues, school closures mean a lack of access to the resources that they usually have through schools.
“For children and adolescents with mental health issues, school closures mean a lack of access to the resources that they usually have through schools [1].”
From Mental Health of Children and Adolescents Amidst COVID-19 and Past Pandemics: A Rapid Systematic Review (2021) · cites this paper as [1]
The Results section on parental attitudes discusses educational, childcare and financial impacts of school closures, but not loss of school-based resources for children with mental health issues. Searches for mental health support and school services found no passage addressing that claim; page numbers were not available in our copy. (LLM, conf=0.76)
Experimental — accuracy not yet measuredFour review articles have identified negative implications of quarantine affecting public mental health and access to education.
“Four review articles have identified negative implications of quarantine affecting public mental health and access to education.9–12”
From Social consequences of mass quarantine during epidemics: a systematic review with implications for the COVID-19 response (2020) · cites this paper as [11]
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BackgroundSelf-citationSchool Closure and Children in the Outbreak of COVID-19
Петретто, Д. Р., Masala, I., & Masala, C. (2020) · Clinical Practice and Epidemiology in Mental Health · doi:10.2174/1745017902016010189 · Cited by 65 · see citing works
Vannoni, M., McKee, M., Semenza, J. C., Bonell, C. P., & Stückler, D. (2020) · Globalization and Health · doi:10.1186/s12992-020-00598-9 · Cited by 61 · see citing works
“However, further work is needed to examine how and if these policies could generate unintended consequences including: undermining health systems and other essential services, due to staff’s loss of transport or childcare; economic hardship arising from loss of earning; and increasing children’s social contact with gr…”
BackgroundWang, J., Wang, H., Lin, H., Richards, M., Yang, S., Liang, H., Chen, X., & Fu, C. (2021) · Globalization and Health · doi:10.1186/s12992-021-00693-5 · Cited by 61 · see citing works
“Although school closures are often used as a way of reducing transmission during infectious disease outbreaks, the adverse impact of prolonged school closures on mental health of the adolescents involved should be noted (3).”
BackgroundWong, K. L., Gimma, A., Coletti, P., CoMix Europe Working Group, Paolotti, D., Tizzani, M., Cattuto, C., Schmidt, A., Gredinger, G., Stumpfl, S., et al. (2023) · BMC Infectious Diseases · doi:10.1186/s12879-023-08214-y · Cited by 60 · see citing works
“Concerns as to grandparents or older people taking care of children when they are not at school have been raised [33].”
BackgroundPerception of Risk, Self-Efficacy and Social Trust during the Diffusion of Covid-19 in Italy
Diotaiuti, P., Valente, G., Mancone, S., Falese, L., Bellizzi, F., Anastasi, D., Langiano, E., Dominski, F. H., & Andrade, A. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18073427 · Cited by 59 · see citing works
“We then expected to see an increase in risk perception as soon as the restrictions were applied to the entire country, with the establishment of the closure of schools and universities and the limitation of social contact, even though we believed that some people would still claim that school and university closures a…”
BackgroundMayurasakorn, K., Pinsawas, B., Mongkolsucharitkul, P., Sranacharoenpong, K., & Damapong, S. (2020) · Journal of Paediatrics and Child Health · doi:10.1111/jpc.15018 · Cited by 58 · see citing works
Poletti, M. (2020) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2020.100140 · Cited by 48 · see citing works
Nicolay, N., Mirinavičiūtė, G., Mollet, T., Celentano, L. P., & Bacci, S. (2020) · Eurosurveillance · doi:10.2807/1560-7917.es.2020.25.31.2001390 · Cited by 47 · see citing works
“School closures in the past have allowed for the reduction of measles transmission in school-aged children [12] and the control of other close-contact infectious diseases, such as influenza [13,14].”
BackgroundNursing education in the pandemic: A cross-sectional international study
Kalanlar, B. (2021) · Nurse Education Today · doi:10.1016/j.nedt.2021.105213 · Cited by 46 · see citing works
“The urgency at which new systems have had to be created and implemented has led, inevitably, to deficiencies in the provided education and some other negative effects (Brooks et al., 2020; Owusu-Fordjour et al., 2020; Sahu, 2020).”
The COVID-19 pandemic and obsessive–compulsive disorder in young people: Systematic review
Cunning, C., & Hodes, M. (2022) · Clinical Child Psychology and Psychiatry · doi:10.1177/13591045211028169 · Cited by 50 · see citing works
“The effect of the lockdowns on young people’s social contact and their mental health has been evaluated and thought to be significant (Brooks et al., 2020; Chen et al., 2020).”
BackgroundTheuring, S., Thielecke, M., van Loon, W., Hommes, F., Hülso, C., von der Haar, A., Körner, J., Schmidt, M., Böhringer, F., Mall, M. A., et al. (2021) · Eurosurveillance · doi:10.2807/1560-7917.es.2021.26.34.2100184 · Cited by 42 · see citing works
“In contrast, during school closures, students possibly assemble in uncontrolled settings [33].”
BackgroundMunday, J. D., Sherratt, K., Meakin, S. R., Endo, A., Pearson, C. A. B., Hellewell, J., Abbott, S., Bosse, N. I., CMMID COVID-19 Working Group, Eggo, R. M., et al. (2021) · Nature Communications · doi:10.1038/s41467-021-22213-0 · Cited by 42 · see citing works
Puteikis, K., Mameniškytė, A., & Mameniškienė, R. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19052553 · Cited by 41 · see citing works
Poon, K., Ho, M. S. H., Tai, A. P.-L., Leung, M.-K., Chan, M., & Lau, W. K. (2024) · Scientific Reports · doi:10.1038/s41598-024-56688-w · Cited by 44 · see citing works
“It appears that chronotype affects resilience; this may be due to disrupted daily routines 63,64 and circadian rhythms 65,66 .”
BackgroundZhang, S., Liu, M., Li, Y., & Chung, J. E. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph181910079 · Cited by 40 · see citing works
“The COVID-19 pandemic has resulted in prevalent fear, stigma, frustration, stress, and other psychological adversaries worldwide [14,15].”
BackgroundFood Insecurity and Mental Well-Being Among Low-Income Families During COVID-19 Pandemic
Ling, J., Duren, P., & Robbins, L. B. (2022) · American Journal of Health Promotion · doi:10.1177/08901171221089627 · Cited by 37 · see citing works
“closure on controlling disease transmission.(49) Therefore, more effective strategies are needed to respond to any type of pandemic, and children’s well-being and education should be the highest priority in any national strategic plan.”
BackgroundJames, M., Marchant, E., Defeyter, M. A., Woodside, J. V., & Brophy, S. T. (2021) · BMJ Open · doi:10.1136/bmjopen-2021-051574 · Cited by 36 · see citing works
Zhang, S., Hao, Y., Feng, Y., & Lee, N. Y. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19063259 · Cited by 36 · see citing works
“The pandemic generates fear, frustration, stress, and other psychological adversities that can have a significant impact on child wellbeing [28].”
BackgroundBray, L., Blake, L., Protheroe, J., Nafría, B., de Ávila, M. A. G., Ångström-Brännström, C., Forsner, M., Campbell, S., Ford, K., Rullander, A., et al. (2021) · Health Education Journal · doi:10.1177/00178969211019459 · Cited by 34 · see citing works
“Current research has revealed that children have been made to feel anxious, worried and concerned about COVID-19 (Brooks et al., 2020; Garcia de Avila et al., 2020; Idoiaga et al., 2020).”
BackgroundAmran, M. S. (2020) · International Journal of Social Psychiatry · doi:10.1177/0020764020971008 · Cited by 30 · see citing works
“Failure to adapt to monotonous daily routine and maximize learning and social activities at home can create problems pertaining to their psychosocial aspects (Brooks et al., 2020; Cao et al., 2020).”
BackgroundNetwork analysis of nursing publications in the COVID 19 era
Alkan, S., Öntürk, H., & DEMİRAY, E. K. D. (2021) · Journal of Clinical Medicine of Kazakhstan · doi:10.23950/jcmk/11037 · Cited by 25 · see citing works
Poletti, M., & Raballo, A. (2020) · Eurosurveillance · doi:10.2807/1560-7917.es.2020.25.17.2000758 · Cited by 25 · see citing works
“Brooks and colleagues [1] clearly reviewed literature on unplanned school closure to extract potential clues in relation to the management of the current COVID19 pandemic, but generalisability of findings for this aim is questionable, as acknowledged by authors in the discussion.”
BackgroundInfluentialSong, H.-J., Mu, Y.-F., Wang, C., Cai, J. C., Deng, Z.-Y., Deng, A.-P., Huang, X., Meng, X., Zhang, L., Huang, Y., et al. (2023) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2023.1248541 · Cited by 24 · see citing works
Fong, H. X., Cornish, K. M., Kirk, H., Ilias, K., Shaikh, M. F., & Golden, K. J. (2021) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2021.733905 · Cited by 23 · see citing works
Rayatpisheh, F., Torabizadeh, C., Kalyani, M. N., & Farsi, Z. (2023) · BMC Geriatrics · doi:10.1186/s12877-023-04086-8 · Cited by 19 · see citing works
“Because of the high transmissibility rate of this virus, home quarantine is the first and most effective strategy to control its transmission [18].”
BackgroundPressures and Influences on School Leaders As Policy Makers During COVID-19Preprint
Fotheringham, P., Harriott, T., Healy, G., Arenge, G., McGill, R., & Wilson, E. (2020) · SSRN Electronic Journal · doi:10.2139/ssrn.3642919 · Cited by 21 · see citing works
“However, the efficacy of government policy for school closure has been examined in both the present and past (Brooks, 2020; Esposito & Principi, 2020; Viner et al., 2020) contexts of viral outbreak of Influenza (De Luca et al., 2018; C. Jackson, Mangtani, Hawker, Olowokure, & Vynnycky, 2014;…”
BackgroundKabunga, A., & Okalo, P. (2021) · Neuropsychiatric Disease and Treatment · doi:10.2147/ndt.s340771 · Cited by 19 · see citing works
“In the context of an infectious diseases outbreak, healthcare professionals have fears of being infected.(36) Therefore, the impending threat of a continued wave of infected nurses affects the mental health of these nurses.”
BackgroundSocial contact patterns relevant for infectious disease transmission in Cambodia
Leung, W. T. M., Meeyai, A. C., Holt, H., Borin, K., Chhay, T., Seng, S., Pok, S., Phiny, C., Drake, T., & Rudge, J. W. (2023) · Scientific Reports · doi:10.1038/s41598-023-31485-z · Cited by 17 · see citing works
Andrejko, K. L., Head, J. R., Lewnard, J. A., & Remais, J. V. (2022) · BMC Infectious Diseases · doi:10.1186/s12879-022-07218-4 · Cited by 17 · see citing works
“While it has been suggested that school closures may force some children to come into contact with elderly family members for childcare [12], we did not find strong evidence of increased social contact between young children and older adults during the study period.”
BackgroundKorpa, T., Pappa, T., Chouliaras, G. L., Sfinari, A., Eleftheriades, A., Katsounas, M., Kanaka‐Gantenbein, C., & Pervanidou, P. (2021) · Children · doi:10.3390/children8110995 · Cited by 16 · see citing works
Sarmiento, Á. S., Sanz, R., Cabanillas-García, J. L., & Luján, E. L. (2023) · Children · doi:10.3390/children10020231 · Cited by 16 · see citing works
Impact of Italian lockdown on Tourette's syndrome patients at the time of the COVID ‐19 pandemic
Graziola, F., Garone, G., Criscio, L. D., Grasso, M., Curatolo, P., Vigevano, F., & Capuano, A. (2020) · Psychiatry and Clinical Neurosciences · doi:10.1111/pcn.13131 · Cited by 15 · see citing works
“Disruption of daily routines and social isolation may have deleterious effects on children’s health, especially for those with mental health needs and pre-existing chronic diseases.(3) Chronic tic disorders (CTD) and Tourette’s syndrome (TS) are childhood-onset neurodevelopmental disorders often associated with”
BackgroundLee, K., Sung, H. K., Lee, S. H., Hyun, J., Kim, H., Lee, J.-S., Paik, J., Kim, S.-J., Sohn, S., & Choi, Y. (2022) · Journal of Korean Medical Science · doi:10.3346/jkms.2022.37.e199 · Cited by 16 · see citing works
Nurses’ experiences of the social stigma caused by the COVID-19 pandemic: a qualitative study
Nabavian, M., Rahmani, N., Roshan, F. S., & Firouzbakht, M. (2023) · Journal of research in nursing · doi:10.1177/17449871231159604 · Cited by 16 · see citing works
“According to Brooks et al. (2020), depression, loneliness and isolation can lead to psychological disorders such as posttraumatic stress disorder and even suicidal thoughts in the treatment staff.”
BackgroundLópez-Noguero, F., García-Lázaro, I., & Gallardo-López, J. A. (2021) · PUBLICACIONES · doi:10.30827/publicaciones.v51i3.16709 · Cited by 14 · see citing works
Yılmaz, A. D., & Ömeroğlu, E. (2021) · Journal of Early Childhood Research · doi:10.1177/1476718x211059906 · Cited by 15 · see citing works
“In addition to this, school closures cause a decrease in children’s communication with schoolmates, hence constraining and negatively impacting their social relations (Brooks et al., 2020; Jackson et al., 2011; Miller et al., 2010).”
Backgroundvan Leeuwen, E., PHE Joint modelling group, & Sandmann, F. (2021) · Statistical Methods in Medical Research · doi:10.1177/09622802211037078 · Cited by 13 · see citing works
Zhong, B., Sun, H., Wang, G., Shu, J., Tang, S., Gao, Y., Chen, H., Lu, T., & Yan, J. (2024) · PLoS ONE · doi:10.1371/journal.pone.0299158 · Cited by 15 · see citing works
Vettori, G., Ruffini, C., Andreini, M., Megli, G., Fabbri, E., Labate, I., Bianchi, S. E., & Pecini, C. (2022) · Children · doi:10.3390/children9081165 · Cited by 13 · see citing works
“Clearly, the school closures significantly contributed to stress in children and parents [4] challenging children’s growth and development.”
BackgroundRyan, R. E., Silke, C., Parkhill, A., Virgona, A., Merner, B., Hurley, S., Walsh, L., de Moel‐Mandel, C., Schonfeld, L., Edwards, A., et al. (2023) · Cochrane Database of Systematic Reviews · doi:10.1002/14651858.cd015144 · Cited by 12 · see citing works
Nenna, R., Zeric, H., Petrarca, L., Mancino, E., & Midulla, F. (2021) · Pediatric Pulmonology · doi:10.1002/ppul.25787 · Cited by 12 · see citing works
“setting of a general lockdown: the likelihood of extrascholastic student aggregation, which hampers the efficiency of school closures against viral spread, would then be minimized.(9)”
BackgroundDemaria, F., Pontillo, M., Vincenzo, C. D., Luzio, M. D., & Vicari, S. (2022) · Journal of Clinical Medicine · doi:10.3390/jcm11113191 · Cited by 12 · see citing works
“These measures brought about significant social changes that impacted the lifestyles and mental health of young people [2,3].”
BackgroundSARS-CoV2 infection and primary school closure
Vanhems, P. (2020) · Eurosurveillance · doi:10.2807/1560-7917.es.2020.25.15.2000617 · Cited by 12 · see citing works
“on the impact of unplanned school closure on children’s social contact [1] for controlling outbreaks brings interesting information that could apply to coronavirus disease (COVID-19).”
BackgroundLuttenbacher, I., Breukel, J. S., & Adamson, M. M. (2021) · COVID · doi:10.3390/covid1020038 · Cited by 11 · see citing works
“In conclusion, to avoid the negative longterm mental health consequences observed in previous pandemics [51], (Brooks et al., 2020), health counsellors should utilize the current study’s insights to help university students improve their psychological well-being during the ongoing COVID-19 pandemic.”
BackgroundWoodland, L., Hodson, A., Webster, R., Amlôt, R., Smith, L., & Rubin, J. H. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19127305 · Cited by 11 · see citing works
“The interview guide was designed to explore children’s adherence to multiple NPIs during school closures [32].”
BackgroundInfluentialSelf-citationAlizadeh, S., Shahrousvand, S., Sepandi, M., & Alimohamadi, Y. (2023) · Journal of Public Health · doi:10.1007/s10389-023-02168-w · Cited by 12 · see citing works
“The reaction of children and adolescents to crises has wide factors including their previous exposure to emergencies, physical and mental health status, socio-economic status of the family, and their cultural context (Brooks et al .”
Socio-economic impact of COVID-19 on rural livelihoods in Mbashe Municipality
Khowa, T., Cimi, A., & Mukasi, T. J. (2022) · Jàmbá Journal of Disaster Risk Studies · doi:10.4102/jamba.v14i1.1361 · Cited by 10 · see citing works
“According to the World Investment Report (2020), the COVID-19 pandemic has resulted in the loss of jobs and has put millions of livelihoods in danger; this is evident when wage earners lose their jobs, fall ill or die.”
InfluentialRisk factors for school-based presenteeism in children: a systematic review
Woodland, L., Brooks, S. K., Webster, R., Amlôt, R., & Rubin, G. J. (2023) · BMC Psychology · doi:10.1186/s40359-023-01207-1 · Cited by 10 · see citing works
“A previous study found that a main reason for parents to disagree with an unexpected school closure related to difficulties in finding alternative childcare and the knock-on financial impacts if parents needed to take time off work [57].”
BackgroundSelf-citationMassa, J. L. P. (2020) · PubMed Central · Cited by 10 · see citing works
Rypdal, M. W., Rypdal, V., Jakobsen, P. K., Ytterstad, E., Løvsletten, O., Klingenberg, C., & Rypdal, K. (2021) · PLoS ONE · doi:10.1371/journal.pone.0238268 · Cited by 10 · see citing works
Kheirallah, K. A., Ababneh, B. F., Bendak, H., Alsuwaidi, A. R., & Elbarazi, I. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph191912588 · Cited by 10 · see citing works
Woodland, L., Smith, L., Webster, R., Amlôt, R., Rubin, A., Wessely, S. C., & Rubin, G. J. (2021) · BMJ Paediatrics Open · doi:10.1136/bmjpo-2020-001014 · Cited by 9 · see citing works
Self-citationSARS‐CoV‐2 and pediatric solid organ transplantation: Current knowns and unknowns
L’Huillier, A. G., Danziger‐Isakov, L. A., Chaudhuri, A., Green, M., Michaels, M. G., Posfay-Barbe, K. M., der Linden, D. V., Verma, A., McCulloch, M., & Ardura, M. I. (2021) · Pediatric Transplantation · doi:10.1111/petr.13986 · Cited by 9 · see citing works
Impact of Online Learning on Gifted Students
Alshehri, A. H. A. (2022) · International Journal of Education in Mathematics Science and Technology · doi:10.46328/ijemst.2641 · Cited by 9 · see citing works
South African COVID-19 school closures: Impact on children and families
Haffejee, S., Simelane, T., & Mwanda, A. (2024) · South African Journal of Childhood Education · doi:10.4102/sajce.v14i1.1415 · Cited by 8 · see citing works
School Closures, Equality of Opportunity: Some Recommendations
Bouznad, S., & Ibourk, A. (2020) · Revista Romaneasca pentru Educatie Multidimensionala · doi:10.18662/rrem/12.2sup1/295 · Cited by 8 · see citing works
School reopening: Evidence-based recommendations during COVID-19 pandemic in Indonesia
Kristyanto, R. Y., Chandra, L., Hanjaya, H., Hakim, M. S., & Nurputra, D. K. (2020) · Journal of Community Empowerment for Health · doi:10.22146/jcoemph.57524 · Cited by 8 · see citing works
TERKEŞ, N., & Yamaç, S. U. (2021) · Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi · doi:10.38108/ouhcd.858820 · Cited by 7 · see citing works
Kostelecká, Y., Komárková, T., & Novotná, V. (2021) · Journal of Pedagogy / Pedagogický casopis · doi:10.2478/jped-2021-0007 · Cited by 7 · see citing works
Woodland, L., Hodson, A., Webster, R., Amlôt, R., Smith, L., & Rubin, G. J. (2022) · PLoS ONE · doi:10.1371/journal.pone.0279355 · Cited by 6 · see citing works
“Therefore, in a future pandemic or severe disease outbreak when school unexpectedly close [31] authorities can better support families and mitigate the long-term health and educational impacts on children.”
BackgroundSelf-citationKurt, E., Eskimez, Z., & Nazik, E. (2023) · International Journal of Nursing Knowledge · doi:10.1111/2047-3095.12436 · Cited by 6 · see citing works
“In this regard, the effect of online education on nursing students’ educational outputs and objectives has become a topic of great interest (Brooks et al., 2020; Sahu, 2020).”
Social Distancing in the COVID-19 Pandemic
Liu, J., Ouyang, N., Mizrahi, A., & Kornides, M. L. (2023) · Family & Community Health · doi:10.1097/fch.0000000000000367 · Cited by 6 · see citing works
“16,58 Students from middle/high school and college are more likely to frequent crowded places, 59,60 and elementary school-aged children have been found to be more likely to leave the home to visit a supermar-ket or convenience store.”
BackgroundÇocukların COVID-19 Pandemisine İlişkin Algılarının Çizdikleri Resimlere Yansıması
Tiryaki, Ö., Zengin, H., & Cinar, N. D. (2021) · Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi · doi:10.38108/ouhcd.877786 · Cited by 6 · see citing works
Vempalli, S., Reddy, R. N., Viresh, G. A., Somayaji, N. S., Rajguru, J. P., Vibhuti, & Singh, J. (2022) · Journal of Advanced Pharmaceutical Technology amp Research · doi:10.4103/japtr.japtr_115_22 · Cited by 6 · see citing works
“Moreover, the majority of postgraduates have been deployed in emergency or intensive care units of the hospitals due to scarcity of staff.[17]”
BackgroundShahrbabaki, P. M., Zeidabadinejad, S., Abolghaseminejad, P., Dehghan, M., Asadilari, M., Zakeri, M. A., Shahrour, G., & Lari, L. A. (2024) · PLoS ONE · doi:10.1371/journal.pone.0310434 · Cited by 5 · see citing works
Learning Loss Recovery Dashboard: A Proposed Design to Mitigate Learning Loss Post Schools Closure
Aldosemani, T. I., & Khateeb, A. A. (2022) · Sustainability · doi:10.3390/su14105944 · Cited by 6 · see citing works
James, M., Marchant, E., Defeyter, M. A., Woodside, J. V., & Brophy, S. T. (2021) · medRxiv · doi:10.1101/2021.02.04.21251155 · Cited by 5 · see citing works
Ciapponi, A. (2021) · Evidencia actualizacion en la práctica ambulatoria · doi:10.51987/evidencia.v24i3.6950 · Cited by 4 · see citing works
Aghababaei, S., Masoumi, S. Z., Tahmasebi, R., Jenabi, E., Toosi, Z., & Ghelichkhani, S. (2024) · Industrial Psychiatry Journal · doi:10.4103/ipj.ipj_167_23 · Cited by 4 · see citing works
“[6,7] Violence against women is very dangerous because of its effects that can cause physical and mental harms such as mental disorders, reduced quality of life, and death.”
Stress and Coping Strategies among Arizona School-Based Therapists Impacted by COVID-19
Swanson, C., Armstrong-Heimsoth, A., & Stephenson, S. J. (2021) · Journal of Occupational Therapy Schools & Early Intervention · doi:10.1080/19411243.2021.2009084 · Cited by 4 · see citing works
“Preparation for and impacts of this closure varied among those affected, including teachers, students, parents, administrators, and SBTs (Aucejo, French, Araya, & Zafar, 2020; Brooks et al., 2020).”
BackgroundMaskour, L., Batri, B. E., Oubit, S. M., Jeronen, E. K., Agorram, B., & Bouali, R. (2022) · Education Sciences · doi:10.3390/educsci12120892 · Cited by 4 · see citing works
Heudorf, U., Steul, K., & Gottschalk, R. (2020) · PubMed Central · doi:10.3205/dgkh000359 · Cited by 4 · see citing works
“In international literature, early attention was given to the negative effects on the general and mental health of children, health and social effects of school closings [20], [36], [37].”
BackgroundSoussand, F., Abdou, A. Y., Sanchez, M., Huynh, B.-T., Giese, C., Kiem, C. T., Béraud, G., Guillemot, D., Cauchemez, S., Opatowski, L., et al. (2025) · BMC Infectious Diseases · doi:10.1186/s12879-025-10611-4 · Cited by 5 · see citing works
“These variations support the generalised idea that school closures can help diminish the contacts between children, with possible effect in slowing down the progression of infectious disease in this population [25–27].”
Covid-19 pandemisi sürecinde ortaokul öğrencilerinin uzaktan eğitime ilişkin görüşleri
Malkamak, G. R., & Ünsal, H. (2024) · Açıköğretim Uygulamaları ve Araştırmaları Dergisi · doi:10.51948/auad.1473809 · Cited by 3 · see citing works
Branch‐Elliman, W., Fisher, L., & Doron, S. (2023) · Antimicrobial Stewardship & Healthcare Epidemiology · doi:10.1017/ash.2023.154 · Cited by 3 · see citing works
Pontillo, M., Menghini, D., Averna, R., Labonia, M., Lazzaro, G., Tata, M. C., & Vicari, S. (2023) · Children · doi:10.3390/children10121846 · Cited by 2 · see citing works
“During the SARS CoV1 epidemic, for example, major anxiety and depression symptoms were found to be associated with a major risk of developing post-traumatic stress disorder and abusive conduct in young adults [1–3].”
BackgroundPandango, G. C., Suryawan, A., & Irmawati, M. (2023) · Bali Medical Journal · doi:10.15562/bmj.v12i2.4384 · Cited by 3 · see citing works
Students’ Views Regarding Instruction during the Pandemic Process
Yeşildağ-Hasançebi, F., Yavuz, M., Kayalı, B., HASANÇEBİ, M., Tutal, Ö., & ÖZKILIÇ, A. (2021) · Journal of Learning and Teaching in Digital Age · doi:10.53850/joltida.980931 · Cited by 3 · see citing works
SARS-CoV-2 molecular testing in Greek hospital paediatric departments: a nationwide study
Michos, A. G., Savvidou, P., Syridou, G., Eleftheriou, E., Iosifidis, Ε., Grivea, I. N., Spoulou, V. I., Galanakis, E., Syrogiannopoulos, G. A., Tsolia, M. N., et al. (2021) · Epidemiology and Infection · doi:10.1017/s0950268821000455 · Cited by 3 · see citing works
Behavioural Expertise: Drift, Thrift and Shift under COVID-19
Feitsma, J., & Whitehead, M. (2022) · International Review of Public Policy · doi:10.4000/irpp.2634 · Cited by 3 · see citing works
A qualitative exploration of cardboard architecture in post-pandemic schools
Deed, C. G., Cardellino, P., Matthews, E., & Southall, A. E. (2022) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2022.100186 · Cited by 2 · see citing works
“Many experts have noted that children quarantined during the COVID-19 pandemic are at risk for experiencing adverse psychological affects, similar to post-traumatic stress (Brooks et al., 2020).”
BackgroundVardi, I., Hamdan, S., Zalsman, G., & Stukalin, Y. (2025) · Suicide and Life-Threatening Behavior · doi:10.1111/sltb.13156 · Cited by 3 · see citing works
Kan, Ş. G., Çaltıkuşu, Ç., & Şensoy, Ş. (2021) · Propósitos y Representaciones · doi:10.20511/pyr2021.v9nspe3.1165 · Cited by 2 · see citing works
“(Brooks et al., 2020; Owusu-Fordjour, Sahu, 2020).”
Giachetto, G., Mauvezin, J., Babio, S., Dabezies, C., Calvo, L., & Mara, P. (2021) · Revista chilena de infectología · doi:10.4067/s0716-10182021000400500 · Cited by 2 · see citing works
- Authors
- Brooks, S. K., Smith, L. E., Webster, R. K., Weston, D., Woodland, L., Hall, I., & Rubin, G. J.
- Affiliations
- King's College London (GB)
- Public Health England (GB)
- University of Manchester (GB)
- ORCID
- Venue
- Eurosurveillance
- Published
- 2020-04-02
- Volume
- 25
- Issue
- 13
- ISSN
- 1025-496X (ISSN-L)
- 1560-7917
- PMC
- PMC7140596
- OpenAlex
- W3013526633
- Cited by
- 159
- References
- 47
- Citations by year
- 2025: 7 · 2024: 17 · 2023: 40 · 2022: 29 · 2021: 44 · 2020: 22
- FWCI
- 1.35
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Eurosurveillance (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Research Explorer (The University of Manchester) (acceptedVersion, cc-by)
- Research Portal (King's College London) (submittedVersion, other-oa)
- Funders
- National Institute for Health Research Health Protection Research Unit
- National Institute for Health and Care Research (NIHR-INF-1658)
- Department of Health and Social Care
- University of East Anglia
- Imperial College London
- King's College London
- Newcastle University
- Public Health England
- Economic and Social Research Council (2317432)
- Topics
- Physical Sciences › Mathematics › Modeling and Simulation › COVID-19 epidemiological studies
- Social Sciences › Sociology and Political Science › COVID-19 Prevention and Impact
- Health Sciences › Medicine › Epidemiology › Influenza Virus Research Studies
- Keywords
- school closures, infectious disease outbreaks, public health interventions, child care, infectious disease transmission models, COVID-19 pandemic
- MeSH terms
- Adolescent, Adult, Child, Disease Outbreaks, Female, Humans, Parents, Public Health, Schools, Social Behavior, Students, Disease Transmission, Infectious, Pandemics
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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