Child Development During the COVID-19 Pandemic Through a Life Course Theory Lens.

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Abstract

The COVID-19 global pandemic and the resulting economic, health, and educational disruptions have upset all aspects of young people's lives. The pandemic's reach will likely continue in the near term and as psychological and academic trajectories unfold over time. In this article, we draw on the central tenets of life course theory-intertwined developmental trajectories, linked lives, and stratification systems (Elder, 1998)-to inform understanding of potential adverse effects of the COVID-19 pandemic on children's and adolescents' adjustment and well-being, as well as mechanisms and processes that may buffer or exacerbate the pandemic's negative impact. We review empirical evidence on the impact of previous macro-level crises (e.g., the Great Recession) to illustrate how life course theory can aid developmental scientists in examining the effects of COVID-19 on children's development. We conclude with recommendations for research.

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COVID-19 and Racial/Ethnic Disparities

Monica Webb Hooper, Anna Maria Nápoles, Eliseo J. Pérez-Stable (2020)

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Risk and resilience in family well-being during the COVID-19 pandemic.

Heather Prime, Mark Wade, Dillon T. Browne (2020)

The COVID-19 pandemic poses an acute threat to the well-being of children and families due to challenges related to social disruption such as financial insecurity, caregiving burden, and confinement-related stress (e.g., crowding, changes to structure, and routine). The consequences of these difficulties are likely to be longstanding, in part because of the ways in which contextual risk permeates the structures and processes of family systems. The current article draws from pertinent literature across topic areas of acute crises and long-term, cumulative risk to illustrate the multitude of ways in which the well-being of children and families may be at risk during COVID-19. The presented conceptual framework is based on systemic models of human development and family functioning and links social disruption due to COVID-19 to child adjustment through a cascading process involving caregiver well-being and family processes (i.e., organization, communication, and beliefs). An illustration of the centrality of family processes in buffering against risk in the context of COVID-19, as well as promoting resilience through shared family beliefs and close relationships, is provided. Finally, clinical and research implications are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

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School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review

Russell M Viner, Simon J Russell, Helen Croker … (2020)

Summary In response to the coronavirus disease 2019 (COVID-19) pandemic, 107 countries had implemented national school closures by March 18, 2020. It is unknown whether school measures are effective in coronavirus outbreaks (eg, due to severe acute respiratory syndrome [SARS], Middle East respiratory syndrome, or COVID-19). We undertook a systematic review by searching three electronic databases to identify what is known about the effectiveness of school closures and other school social distancing practices during coronavirus outbreaks. We included 16 of 616 identified articles. School closures were deployed rapidly across mainland China and Hong Kong for COVID-19. However, there are no data on the relative contribution of school closures to transmission control. Data from the SARS outbreak in mainland China, Hong Kong, and Singapore suggest that school closures did not contribute to the control of the epidemic. Modelling studies of SARS produced conflicting results. Recent modelling studies of COVID-19 predict that school closures alone would prevent only 2–4% of deaths, much less than other social distancing interventions. Policy makers need to be aware of the equivocal evidence when considering school closures for COVID-19, and that combinations of social distancing measures should be considered. Other less disruptive social distancing interventions in schools require further consideration if restrictive social distancing policies are implemented for long periods.