Source: University of Huddersfield<\/p>\n\n\n\n
Research into the multiple impacts of COVID-19 school closures on adolescent well-being has been published in a key journal. The international study was led by the UNESCO Chair Global Health & Education. Co-chair holder and University of Huddersfield academic, Dr Nicola Gray<\/strong><\/a>, who is renowned for her work on adolescent health, is the lead author of the study now published in the Journal of Adolescent Health.<\/p>\n\n\n\n Entitled Multiple Impacts on Adolescent Well-Being During COVID-19 School Closures: Insights From Professionals for Future Policy Using a Conceptual Framework<\/em><\/strong><\/a>, the research included notable academics in the field of adolescent health, including UNESCO Chair Global Health & Education co-chair holder Professor Didier Jourdan.<\/p>\n\n\n\n A consortium of partners composed of various research teams had input into the survey with data drawn from 60 interviews conducted in six languages with education and health professionals across 28 countries during the second wave of the COVID-19 pandemic amid school closures and re-openings in 2021.<\/p>\n\n\n\n It found multiple, intersecting impacts of the pandemic on adolescent well-being and the potential for widening inequalities, making a case for caution regarding school closures in future health crises.<\/p>\n\n\n\n School closures were found to have impacted all five UN H6+ domains of adolescent well-being, which comprise good health and nutrition; connectedness; safety; learning; and agency\/resilience.<\/p>\n\n\n\n The professionals reported that closures also widened inequalities for certain groups of students, disproportionately impacting the most vulnerable.<\/p>\n\n\n\n The study concluded that education policies need to see schools as infrastructure that supports multiple aspects of adolescent well-being, not just as a teaching-learning system.<\/p>\n\n\n\n In addition, the authors asserted that during recovery from a pandemic, holistic strategies related to adolescent well-being, not just a focus on educational catch-up, are needed to mitigate the long-term consequences of any closures.<\/p>\n\n\n\n Dr Gray, Reader in Medicines and Health at the University of Huddersfield<\/strong><\/a>, commented: <\/p>\n\n\n\n \u201cSchools are more than a place to learn. They provide welfare and connection for many students, as well as the means to a bright future. Policymakers must recognise multiple impacts of school closures on adolescent well-being and the potential for widening inequalities. The decision to close schools in any future crisis must be balanced against the damage it could do to young lives.\u201d<\/p>\n<\/blockquote>\n\n\n\n On the back of the study, Dr Gray was asked by the World Health Organisation Regional Office for Europe to develop a factsheet<\/strong><\/a> detailing the impact of COVID-19 on education in the region, which she presented in June at a WHO\/UNICEF webinar<\/strong><\/a>.<\/p>\n\n\n\n Dr Gray is also working on another paper on the same topic, to be published in a special issue of\u00a0Public Health in Practice<\/strong><\/a>\u00a0in the autumn. The paper was facilitated by WHO\/Europe to support the development of a new WHO\/UNICEF strategy on child and adolescent well-being for Europe and Central Asia. She will speak about this research at\u00a0a webinar hosted by The Royal Society for Public Health<\/a><\/strong>\u00a0on 22 October. The webinar is titled\u00a0School is more than a place to learn: An intersectoral assessment of adolescent well-being prior to and after the COVID-19 pandemic in the WHO European Region<\/em>.<\/p>\n\n\n\n <\/p>","protected":false},"excerpt":{"rendered":" Source: University of Huddersfield Research into the multiple impacts of COVID-19 school closures on adolescent well-being has been published in a key journal. The international study was led by the UNESCO …<\/p>","protected":false},"author":1115,"featured_media":1233,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[],"class_list":["post-9740","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"_links":{"self":[{"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/posts\/9740","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/users\/1115"}],"replies":[{"embeddable":true,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/comments?post=9740"}],"version-history":[{"count":2,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/posts\/9740\/revisions"}],"predecessor-version":[{"id":9744,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/posts\/9740\/revisions\/9744"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/media\/1233"}],"wp:attachment":[{"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/media?parent=9740"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/categories?post=9740"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/unescochair-ghe.org\/fa\/wp-json\/wp\/v2\/tags?post=9740"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Multiple impacts found<\/h3>\n\n\n\n
More than a place to learn<\/h3>\n\n\n\n
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