Letter to the editor: Evidence on school closure and children’s social contact: useful for coronavirus disease (COVID-19)?
Letter to the editor: Evidence on school closure and children’s social contact: useful for coronavirus disease (COVID-19)?
复制标题
给编辑的信：关于学校停课和儿童社交接触的证据：对冠状病毒病（COVID-19）有用吗？
DOI：
10.2807/1560-7917.es.2020.25.17.2000758
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发表时间：
2020
期刊：
影响因子：
19
通讯作者：
A. Raballo
中科院分区：
文献类型：
--
作者：
M. Poletti;A. Raballo
致编辑：我们饶有兴趣地阅读了布鲁克斯及其同事最近关于意外停课对儿童社会交往影响的快速证据综述。这项审查的主要目的是调查儿童是否坚持社会隔离或继续与其他人交往，从而限制学校关闭和隔离的影响。这是一个重要的话题，其阴暗面在于长期停课对儿童福祉的影响，而目前关于冠状病毒病（COVID-19）管理的公开辩论没有充分考虑到这一点。从这个角度来看，儿童和青少年的心理健康在学校关闭期间经历了突然的压力测试，孤独感增加，沉迷于电子游戏和疯狂观看，昼夜节律改变，直接或辅助家庭暴力以及学业成绩差距。特别是对于后者，与社会经济地位相关的不平等和与预先存在的脆弱性相关的差异将进一步扩大[2-4]。
To the editor: We read with interest the recent rapid evidence review by Brooks and colleagues about the impact of unplanned school closure on children’s social contact [1]. This review substantially aimed at investigating if children adhere to social isolation or continue to mix with others, limiting the effects of school closure and of quarantine. This is an important topic, the of dark side of which resides on effects of prolonged school closure on well-being of children, poorly considered in the current public debate on management of coronavirus disease (COVID-19) [2]. In this perspective, mental health of children and adolescents undergoes a sudden stress test during school closure, with increased risk of loneliness, addiction to videogames and binge watching, alteration of circadian rhythms, direct or assisted domestic violence, and academic achievement gaps. Especially for the latter, inequalities related to socioeconomic status and differences related to pre-existing vulnerabilities will be further amplified [2-4].