ArticleAustralian educational researcher2022
Schooling upheaval during COVID-19: troubling consequences for students' return to school.
Article in Australian educational researcher, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- Mixed-Methods Evaluation of the Expanded Implementation of Supported Education Within Community Youth Mental Health Services.Early intervention in psychiatry · 2025Article
- What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic.Current opinion in psychology · 2023Review
- Teachers' Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing.Australian journal of education · 2023Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Efforts to contain the COVID-19 virus resulted in various stay-at-home orders and school closures around the globe, causing unprecedented disruption to the lives of children and generating grave concern for their well-being. This study draws on phone interviews with 12 teachers and 6 school leaders from 13 government schools in New South Wales, Australia, to provide insight into how students fared on their return to school after the first wave of COVID-19 in 2020. The interviews highlighted negative consequences for many students including increased stress and anxiety and decreased engagement. This evidence suggests that even a comparatively short period of school closure can drive troubling changes in students' well-being and behaviour following their return to school. Given far more challenging conditions arising from the pandemic, both elsewhere in Australia and globally, we argue that attending to student well-being is as important as ensuring academic achievement and must be a key focus of policy makers and education systems moving forward.
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Registered trials
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