{"id":143905,"date":"2021-11-24T14:00:00","date_gmt":"2021-11-24T12:00:00","guid":{"rendered":"http:\/\/devrri.freshlemon.ro\/news-and-current-affairs\/newsflash\/the-covid-19-pandemic-and-its-impact-on-schoolchildren-143905.html"},"modified":"2024-02-19T16:43:52","modified_gmt":"2024-02-19T14:43:52","slug":"the-covid-19-pandemic-and-its-impact-on-schoolchildren","status":"publish","type":"post","link":"https:\/\/www.rri.ro\/en\/features-and-reports\/society-today\/the-covid-19-pandemic-and-its-impact-on-schoolchildren-id143905.html","title":{"rendered":"The COVID-19 pandemic and its impact on schoolchildren"},"content":{"rendered":"<\/p>\n

We’ve had
\nthe COVID-19 pandemic for over year now. All sorts of restrictions are still in
\nplace, school went online, for its greater part, some of the classes were held
\nwith physical presence, but with a higher risk of contamination. All that has definitely
\naffected the youngsters’ emotional well-being. This is also the outcome of an
\nanalysis carried by the Save the Children Association<\/em>. As of late, Save the
\nChildren has offered free of charge psychological counselling to pupils in
\nseveral cities around the country. The conclusions of a survey carried among
\nthose who resorted to such services have revealed that one child in three had
\nto face states of anxiety and needed counselling and psychological and
\nemotional support. And at that, a higher percentage was reported for
\nadolescents, even reaching 50%. Also, 90% of the children who were in need of
\npsychological therapy in the last year have had emotional problems related to
\nthe pandemic context. No exhaustive and official research on that has been
\nconducted so far, unfortunately. However, in a separate move, there are nonetheless
\ndata about the manner in which school has informed pupils about the dangers of
\nthe pandemic, and about how sanitary safety measures have been implemented in
\nclassrooms. Such measures have obviously influenced children’s emotional
\nwell-being. It was also the Save the Children Association that carried a survey
\ntaking up on such topics, jointly with the National Council of Pupils. The survey
\nwas themed Feeling safe in your own school.<\/em> Almost 22,000 pupils took
\nthe time to respond to it. As for the conclusions of the survey, here is the
\npresident of the National Council of Pupils, Silviu Morcan, with the details.<\/p>\n

<\/p>\n

Silviu Morcan:<\/p>\n

<\/p>\n

As for the information activities, we noticed that info on the
\nprevention of disease transmission did live up to certain quality standards,
\nfor the greatest part of the educational units. More than 86% of the pupils stated
\nthey fully understood the information conveyed by the school staff. In much
\nlower percentages respondents stated they would have needed many more clarifications
\non ways to contain the spread of the SARS-COV-2 virus or they did not even get any
\ninfo whatsoever related to the topic. The vaccination information campaign that
\nshould have been organized in schools reached fewer pupils. More than one third
\nof respondents, around 36%, states such campaign
\nwere run in their schools. Under the circumstances, is school perceived as a safe
\nenvironment from a sanitary point of view? <\/p>\n

<\/p>\n

Silviu Morcan:<\/p>\n


\n <\/p>\n

<\/p>\n

The feeling of safety school gives students was another topic we intended
\nto tackle. And, despite the high frequency with which going online has been
\nreported because of a classmate getting infected, we noticed the feeling of safety
\nprevailed when they were at school the sample average standing at 3.53 points
\non a 1 to 5 scale, with 1 standing for not at all safe and 5 for
\ncompletely safe. More than half of the respondents pointed to a high level of
\nthat safety feeling. Otherwise, the answer to the open-ended questions we had
\nin the final part of the survey are extremely diverse with opinion being
\nequally divided between those who would like school to go online completely and
\nthose who stated that face to face schooling was their favourite and safest
\noption. Equally divided were also opinions on prevention measures such as the ear-loop
\nmask or the social distancing as part of the respondents wanted those measures
\nto be more strictly implemented wanted to give up on such measures altogether. <\/p>\n


\n <\/p>\n

<\/p>\n

Notwithstanding,
\nanxiety and the way it creeps into people’s hearts and mind are extremely insidious.
\nTherefore, it is hard to say what exactly such a disorder is triggered by and
\nhow it manifests itself. Similarly, it is difficult to find out where school
\nalone or the pandemic context in its entirety are the cause of the anxiety At
\nany rate the authorities have admitted that as we speak there is no instrument
\nby means of which data can be collected, regarding pupils’ psychological and
\nemotional condition. However, there are nonetheless clues teachers can take
\ninto account, observe and try to sort out with the assistance of school
\npsychologists.<\/p>\n

<\/p>\n

Education Minister Advisor Radu Szekely:<\/p>\n


\n <\/p>\n

<\/p>\n

As a result of the discussions we’ve had and with help provided by
\nspecialists, we reached a conclusion: anxiety exists among children and
\nyoungsters in schools. It’s just that it hasn’t been noticed long enough. Children
\ndo not put their anxiety into words. And, emotionally, it is signalled through
\ngestures of fear, of panic expression, sometimes even through a lack of
\ninterest at cognitive level. Otherwise, children aske about certain things
\nwhich, indirectly, signal the fact that their real concern lies elsewhere,
\nwhereas we, in the education system, more often than not come up with answers
\nto the questions asked without taking the time to look into what lies behind
\nthem. But it is the role of the teacher and the parent and I am keeping my hope
\nalive it will soon be the role of the school psychologist assigned to each and
\nevery school to notice the aforementioned signs, to identify them, their
\ncauses, and then try to solve such situations, all the more so as, when anxiety
\nis high, some of the symptoms are likely to go physical with children and youngsters. \n <\/p>\n


\n <\/p>\n

<\/p>\n

Also, when
\nat home, parents need to watch their children carefully and talk to them, even
\nthough we are a society that tends to suppress emotions and children do not
\nhave the opportunity to express their feelings, according to psychiatrist
\nCarmen Trutescu. <\/p>\n


\n <\/p>\n

<\/p>\n

Carmen Trutescu:<\/p>\n

<\/p>\n

Any change in the daily routine or behaviour is an alarm signal. If a
\nchild used to sleep 10 to 12 hours daily and now, he sleeps 18, 20 hours, or he
\ndoesn’t sleep at all, if he changes his eating habits, if he is extremely irritable,
\nas anxiety is hard to put into words yet his becoming irritable can be a sign, all
\nthat means there is something going on. We do not demand that the parent
\ndiagnoses his child, yet the parent can notice the change in his emotional
\ncondition. From that moment onwards, whether we speak about anxiety, about
\ndepression, or the adaptation disease, whether it’s bullying or a condition of
\na different kind, that’s for the specialist to say when he sees the child. It
\nwould be perfect if advise should be sought from the teacher, so that we can
\nhave a twofold perspective. So I would really love it if teachers could detect
\nsuch patterns of behaviour that are atypical: the fact that a child doesn’t
\nleave his desk, doesn’t talk to the others, he cries or he doesn’t eat
\nduring the break. A child who doesn’t speak in public, who does not speak when
\nhis classmates are around, maybe there is something peculiar about their development. <\/p>\n


\n <\/p>\n

<\/p>\n

A recent legislative
\ninitiative will create the opportunity for teachers and parents to cooperate to
\nthat effect. Psychologist’s offices will be set up in every educational unit, where
\nchildren can be tested frequently and solutions can be found, for the remedy of
\nthe psychological and emotional disorders that have been thereby detected. However,
\nfor the time being, that legislative initiative is still subject to parliamentary
\ndebate. <\/p>\n

(Translation by Eugen Nasta)<\/p>\n


\n
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