“A STUDY OF PSYCHO SOCIAL IMPACT OF

COVID 19 ON CHILDREN"
A Dissertation submitted
For the partial fulfillment of the degree of
Master of Social Work (MSW)

Submitted to: Submitted by:

Dr. Rupesh Kumar Singh Shivang Tripathi
Assistant Professor Sem. IV
Department of Sociology Roll No- 181080036
Social Science & Social Work

DEPARTMENT OF SOCIOLOGY SOCIAL

SCIENCE & SOCIAL WORK
SESSION: 2018-20

1
 DECLARATION

This is to declare that I Shivang Tripathi (Roll No. 181080036) Student of MSW,

at, have personally worked on the project entitled “A STUDY OF PSYCHO

SOCIAL IMPACT OF COVID 19 ON CHILDREN" The data mentioned in

this report were obtained during genuine work done and collected by me. The data

obtained from other sources have been duly acknowledged. The result embodied in

this project has not been submitted to any other University or Institute for the

award of any degree.

Date: Shivang Tripathi

Place: Lucknow Roll No. 181080036

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 CERTIFICATE

This is to certify that this dissertation titled, “A STUDY OF PSYCHO SOCIAL

IMPACT OF COVID 19 ON CHILDREN", for the award of Master in Social
Work (M.S.W.) from Dr. Shakuntala Misra National Rehabilitation University,
Lucknow has been done by Shivang Tripathi Roll No. 181080036 who is a
bonafide student of Dr. Shakuntala Misra National Rehabilitation University,
Lucknow for the academic session 2018-2020. It is also certified that the research
has been pursued under the guidance of Dr. Rupesh Kumar Singh, Assistant
Professor, Dr. Shakuntala Misra National Rehabilitation University, Lucknow; and
that the research work has been duly authorized by Department of Sociology,
Social Science and Social Work, Dr. Shakuntala Misra National Rehabilitation
University, Lucknow.

Dr. Rupesh Kumar Singh

Assistant Professor

Department of Sociology, Social Science and Social Work,

Dr. Shakuntala Misra National Rehabilitation University, Lucknow

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 ACKNOWLEDGEMENT

I take this opportunity to thank all the people who helped me with valuable

inputs, guidance and suggestions during my tenure of project, without which this

report would not have taken its final shape.

My special thanks for assigning me the appropriate project work providing

me invaluable guidance to Prof. Rupesh Kumar Singh which is highly

appreciable.

I would also like to thank all the people who supported me in this project

directly or indirectly. Last but not least I would like to thank to my sister Dr. Nidhi

Tripathi and all my friends who have been a great help in this project with their

innovative ideas and suggestions.

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 PREFACE

Corona virus are a large family of viruses which may cause illness in animals or

humans. In humans, several corona viruses are known to cause respiratory infections

ranging from the common cold to more severe diseases such as Middle East Respiratory

Syndrome (MERS) and Severe Acute Respiratory Syndrome (SARS). The most recently

discovered corona virus causes corona virus disease COVID-19.

COVID-19 is the infectious disease caused by the most recently discovered corona virus.

This new virus and disease were unknown before the outbreak began in Wuhan, China, in

December 2019.

The most common symptoms of COVID-19 are fever, tiredness, and dry cough. Some

patients may have aches and pains, nasal congestion, runny nose, sore throat or diarrhea.

These symptoms are usually mild and begin gradually. Some people become infected but

don’t develop any symptoms and don't feel unwell. Most people (about 80%) recover

from the disease without needing special treatment. Around 1 out of every 6 people who

gets COVID-19 becomes seriously ill and develops difficulty breathing. Older people,

and those with underlying medical problems like high blood pressure, heart problems or

diabetes, are more likely to develop serious illness. People with fever, cough and

difficulty breathing should seek medical attention.

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 TABLE OF CONTENT

S. No. Particulars Page No

1. INTRODUCTION 7-56

2. REVIEW OF LITERATURE 57-70

3. OBJECTIVE OF STUDY 71-72
4. RESEARCH METHODOLOGY 73-77
5. DATA ANALYSIS AND INTERPRETATION 78-98
6. FINDINGS 99-102
7. CONCLUSION 103-106
8. RECOMMENDATION AND SUGGESTION 107-108
9. LIMITATIONS 109-110
10. REFERENCE 111-112
11. ANNEXURE 113-117

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INTRODUCTION

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 INTRODUCTION

Over the last few months, the mankind has stumbled into one of its greatest crisis

since World War II. With over 2.62 million cases already, and a death toll of more

than 1.8 lakhs,1 the world is indeed fathomlessly struggling with epoch-making

public health menace, the 2019-corona virus disease (COVID-19). This menace

has propelled the lion’s share of the population to home-confinement and the rest

have engaged them rather selflessly in an un even mortal combat against it,

creating a situation of global socio-economic deadlock.2 All the relentless, hair-

splitting and scrupulous research for developing a vaccine till date ended in much

ado for nothing. Prudent observation of health awareness will contain the spread of

disease for the time being but surely will not end the mystery of this misery.

Contrary to adults, children infected with a novel severe acute respiratory

syndrome corona virus (SARS-CoV2) reportedly are having milder illness, low

morbidity, rare cases of neonatal/ infantile infection, no definite documentation of

vertical transmission, better prognosis and probably lesser susceptibility.4-8 It is

expected that like in adults, children having pre-existing illnesses like cystic

fibrosis, severe asthma, congenital heart diseases, malnutrition, obesity, children

from antenatal smokers are at heightened risk for poorer outcome if infected with

COVID-19.9 Health care staffs and parents are genuinely worried for children as

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this is a novel disease with a weak evidence-base to formulate clinical decisions

and everyone is virtually susceptible.9 Moreover, children have been shown to

shed the virus in feces beside naso-pharyngeal secretions, while being relatively

asymptomatic, having an imminent potential for wide-transmission in the

community. Although at first glance reports are reassuring for pediatric health care

professionals, parents and families, there are challenges to risk stratify the children,

identify the asymptomatic carriers, ensure their proper general pediatric care

including routine vaccination, nutrition and wholesome upbringing in this

unprecedented time. Where does childhood, the future of human civilization, stand

in this period of catastrophe? Will childhood continue to glow at this gloomy hour

or the long-lasting effects of this pandemic will overcast them too?

Why low incidences in children? Are they truly less susceptible or the history

will repeat itself?

Historical experiences suggest that some viral infections are less severe among

children and prognosis becomes worse with advancing age. Previous SARS and flu

epidemics showed varied predilection for pediatric age group for obscure reasons.

Various hypotheses have been put forward to explain the lesser severity of

COVID-19 among children:

1) Healthier respiratory system;

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 2) Lesser outdoor activity;

3) Lesser prevalence of comorbidities;

4) Bacillus calmetteguerin (bcg) vaccination;

5) Greater activity of thymus including thymosin secretion, thus producing

favorable cd4/cd8 ratio;

6) Progressive increase in serum angiotensin converting enzyme (ace) level

from the age of 4 to 13 years;

7) Higher rates of respiratory viral co-infection which reduces

SARS-CoV2 replication by direct virus-virus interaction and competition among

children.11-15 However, there is a fair chance that as the children are having no-

to-minimal symptoms of the disease, they are escaping detection. This might end

up as an ice-berg phenomena and epidemiological disaster as the oligo-

symptomatic children will continue to shed virus, remaining undetected

throughout.15 It is too early to commit about children having lesser susceptibility,

as the pandemic is just a toddler, and rise in number may be just a matter of time.

While the natural history and physical manifestations of COVID-19 on children are

evolving as the pandemic progresses, its short-term and long-lasting psychosocial

impact is increasingly being recognized all over the globe.

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Psychosocial impact on quarantined children

Being quarantined bears a plethora of psychological burden, varied

neuropsychiatric manifestations and psychosocial stigma. Home confinement

imposes immediate and lingering psychosocial impact on children due to drastic

change in their lifestyle, physical activity and mental excursions. Children who are

being quarantined at institutions are the worst sufferers as it renders them isolated

from their parents.18 Children’s proper well-being depends not only on nutritional

and medical care, but also on proper parental companionship. Thus, getting

detached from parents in this critical juncture may cause ever-lasting psychiatric

consequences including post-traumatic stress disorder, anxiety, psychosis,

depression, delinquency and even suicidal tendency. Thus, the frontline physicians

must be made aware of the psychosocial need of the quarantined children. Hospital

authorities need to make arrangements so that children can communicate with

parents via audiovisual devices. Government should make operational strategies to

provide mental healthcare for the quarantined children. Moreover, children whose

parents are detached from them due to quarantine will also be equally stressed,

anxious, distressed and feel insecurity due to this forced distancing.

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Effects of school closure: schools are lifelines

To say it with Audrey Azoulay, Director General of UNESCO, “While temporary

school closures as a result of health and other crises are not new unfortunately, the

global scale and speed of the current educational disruption is unparalleled and, if

prolonged, could threaten the right to education.”

Amidst the ocean of doubt regarding the efficacy of school closure to contain a

pandemic the administrations had no choice left but to close the schools

nationwide to uphold the practice of social distancing as there is no other definite

prevention and cure of SARS-CoV2 infection. The experience from severe acute

respiratory syndrome corona virus (SARS-CoV) and midd leeast respiratory

syndrome corona virus (MERSCoV) suggest that the decision of school closure

will not have similar effects on interruption of disease spread as seen in case of

influenza pandemic due to different transmission dynamics. For children, school is

not only an educational hub, but also a home outside the home with plentiful free

space. Schools offer window of freedom, scope of interaction with fellows and

seniors, psychological solace besides providing pedagogy and scholastics. Schools

play an edifying role in promoting importance of personal hygiene, physical

activity, healthy food, and body habits. Even a short-term shutdown of educational

institutions and home captivity for children is indeed troublesome and anticipated

to have detrimental effects on children’s physical and mental health and shatter the
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sense of normalcy that schools used to provide. Childhood obesity and reduced

cardio-respiratory fitness will be the end result of this long-term physical

inactivity, irregular sleep patterns, unfavorable diet plans, sedentary life style,

longer smart-phone/television screen time that are being practiced during

lockdown and school-closure. Perpetual termination of schooling, fear of being

infected and spreading infection to grandparents at home, everlasting ennui,

frustration, insufficient information, and lack of in-person contact with peers and

teachers, lack of personal space at house, and growing financial burden on parents

are often unnoticed and forsaken, but these pa rameters have a sustained

consequences on children and adolescents. Jeopardizing the routine habits of

school-going, task-oriented education, peer group interactions, teacher-children

relationship, and fellow feeling amongst pupils will occur. Complex interplay

between psychosocial stress and pandemic induced forced home-stay and lifestyle

modifications will further worsen the malefic effects on child’s overall health in a

vicious cycle fashion.16 For many children living in destitution both in developed,

developing and underdeveloped countries, school is also a place for nutritional

support and shutdown will intensify food insecurity which in turn can be correlated

with low scholastic accomplishment and ample risks to general wellbeing the of

children.

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Prolonged shutdown hits the notion of right to education hard and educational

inequalities stem from it. Learning gap will be widened between children from

lower and higher-income families during this institute closure. Facilities for

homeschooling which need audio-visual systems and good internet connection are

not available for children from low-income households. A substantial number of

children do not have a stable residence, required books, a suitable place for

homework, computers, smartphones, internet access, access to outdoor leisure

activities even in developed countries. The accessibility of electronic gazettes,

learning equipment, home conditions for studies among children of developing or

under-developed countries are even more meager and thus, they are likely to be

worst affected.33 Child abuse, drop-out from formal education, indulgence into

high-risk activities and proliferation of child labor could be potential socio-

economic consequences of COVID-19 pandemic. Appropriate articulation between

classroom and online education, educational financial assistance to the needy

children and ensuring zero drop-out from schools post-pandemic are the needs of

the hour.

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Child abuse, domestic violence and teenage promiscuity: increasing threats of

lockdown

Reports of child abuse, neglect, exploitation and domestic violence are on

horrendous rise at the time of COVID-19 pandemic and lockdown

Particularly anxieties over health, finance, partial inactivity of several welfare

organizations due to lockdown and frustration encircling forced home-stay are

factors behind this rapid soaring of domestic violence at the time of COVID-19.

Both direct and passive exposure of the children to abuse, psychological

aggression and/or physical punishment by caregivers at a very early age leave

permanent wounds in the form of impaired development of brain and psyche,

higher rates of psychosomatic and neuro-psychiatric disorders, multiple substance

abuse and suicidal thoughts

COVID-19 and its accompaniments i.e. loss of parental affection and care,

financial deadlock, school discontinuation will certainly outrage the risk of sexual

exploitation, teenage pregnancy, transactional sex similar consequences that were

faced by children from Africa after Ebola epidemic. Endangered girls had to

undergo transactional sex for fulfillment of basic needs like food, drinking water

and shelter. Without sufficient ingress to contraception and safe abortion, the

heinous form of exploitation contributed to inflated numbers of childhood/teen

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pregnancies.41 Like COVID-19 brews a internal “cytokine storm,” its cataclysm

has heralded a perfect storm for the offenders to abuse children through several

online platforms as schools are closed, children are playing excessive and

uncensored time online with loneliness and humdrum daily routine. As most of the

online social network companies have shifted their in-office employees to ‘work

from home’ mode, the regulation and review of potentially harmful contents have

gone automated from manual. This automated content moderation has

multidimensional fallacies and the resultant response may be late or inapt. This

window of opportunity is being used by offenders to abuse children online.

COVID-19 has opened up avenues for more cybercrimes and criminals are taking

advantage of suppressed cyber-security at this hour. “Child-abuse materials”

seeking activity is on the rise as children are expected to be more vulnerable, less

supervised, having more online exposure and are thus easy targets.45 Strict

parental vigilance along with monitoring from cyber cells is mandatory to prevent

this psychosexual aberrancy.

Penurious, refugee, migrant, and internally displaced children: tale of

deprived and endangered childhood

Health and financial inequity take the center stage in risk of contracting and

propagating COVID-19.46 Penury hits the children hardest and makes them

vulnerable to SARS-CoV2 exposure, receive low quality health care, have higher
16
mortality, and sustain dire financial limitations.31 Pandemic followed by economic

downturn will hurt the poor children most and nourish the pre-existing inequalities

even in countries with mammoth economic strength.

Marginalized communities including migrants, homeless, prisoners are heavily

affected by this pandemic and their specific needs to be addressed. Millions of

children living in detention facilities, immigrant’s camps, orphanages or similar

institutions lack liberty. Several millions of refugees, asylum seekers and internally

displaced people with their children are confined in overcrowded camps, informal

reception stays, and squatter centers with no arrangement for safe drinking water,

food, sanitation barriers, and medical services. These places will act as a fortified

and enriched culture media for any pathogen like SARS-CoV2. Moreover, basic

preventive strategies namely frequent hand washing, physical distancing are

virtually unattainable in these state of affairs. Many of these people already harbor

chronic ailments and multiple high risk behaviors. Atop, they are not receiving

adequate health care, appropriate treatment and internet facility making them even

easier prey for COVID-19. Child caring authorities of several countries of the

world are defying legal orders and refusing to provide refuge for unaccompanied

migrant children despite impending lethal likelihood of COVID-19. Nothing can

be worse than the fate of these helpless children who will ultimately be soft targets

for criminal minds, human trafficking, exploitation and all other ill kismet.

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Children with intellectual disability encounter marginalization

Untended children with intellectual disabilities and problems like autistic spectrum

disorder, attention deficit hyperactivity disorder are at high risk of getting hurt by

SARS-CoV2 and promotion of further health resource inequalities.54-57 Patients

with mental health issues readily get infected with respiratory tract infections like

this one because of cognitive unsoundness, lack of self-care and

awareness.58China reported a high burden of COVID-19 cases in psychiatric

hospitals further substantiating role of mental illness in spread.59 Taking a step

forward, if a child gets infected, he will be stigmatized, discriminated for both

being a COVID-19 victim and a mentally challenged child. Both of the coexisting

morbidities will antagonize management of the other and lead to less efficient

treatment.60 Nation-wide strict lockdown is making it impossible for the ill

children to visit their psychiatrists or counselors along with interrupted supply of

regular psychotropic medication.61 Subjects who are already suffering from a

serious mental disability should be dealt with extra care otherwise there will be a

potential for flaring up of the underlying illness and worsening of quality of life.

Impact on kids whose parents are frontline COVID “warriors”

While periods of lockdown is a golden opportunity for parents to mingle with their

children, the story for the parents who are catering incessant health services and

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defense service are time-poor, tireless and hard-pressed and hardly finding any

time for their family and children. Fear and guilt of contamination of the lethal

virus to their little ones is taking toll on them. Basic necessity for rearing up a child

like breastfeeding is being jeopardized, if the mother is a frontline healthcare

worker. These children are missing their parents more than ever due to protracted

periods of distancing. Concomitantly they are probably feeling proud for their

heroic parents at some corner of their hearts; an adulation that is beyond the

expression through words. The wound of observing humiliation of their parents by

evicting them from rented house64 may create long term psychological

consequences like anger, aggression and generalized disregard for the society

Pediatric and adolescent physical, mental, sexual and reproductive healthcare

service in the COVID-19 era

A saturated and submerged healthcare system has been gifted by COVID-19

pandemic. Restrained access to basic health care, mental healthcare, childhood

immunizations, maternal healthcare, supply of essential drugs have resulted from

reallocation of personnel and resources, shortages of funds and transport issues.

Experience from Ebola outbreak65 has taught that severely limited access to basic

healthcare would lead to spread of both COVID-19 and other non-COVID diseases

of public health importance. Children with type-1 diabetes are not getting insulin

regularly; children with HIV are not getting anti-retrovirals either and children
19
with airway diseases are not getting inhalers to mention a few examples.

Moreover, these kids with comorbidities are more prone to get infected and get

symptomatic with COVID-19 and may need hospitalization in intensive care.

Many pupils, particularly from poor communities, who frequently suffer from

asthma, substance use, poor nutrition, obesity, anxiety, and depression than other

children from wealthier families, completely depend on school for primary

healthcare, are thus deprived at this period. The pandemic will tremendously

disrupt sexual and reproductive health services for long-term and ultimately lead to

upsurge in unmet need for family planning, inappropriate contraception, unsafe

abortion, unplanned pregnancy, increased rare of sexually transmitted infections

and overall a mal-functioning feto-maternal healthcare and reproductive health

services.

Proposed interventions

To mitigate the psychosocial ill-effects of COVID-19 on children and adolescents

proactive and targeted interventions can be proposed. Parents, pediatricians,

psychologists, social workers, hospital authorities, government and

nongovernmental organizations have important roles to play to make the mission

successful.

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Concerning healthy behavior, children have always followed their parents as the

role models. Peerless parenting skills become discretely decisive while handling

the children in detention. Parents need to respect their identity, free space, special

need in addition to monitoring child’s performance, behavior and self-discipline

skills. Friendly interaction and communication between parents and children may

help soothing their pandemic-related anxieties and other physical and mental

issues. This pandemic has provided parents such a perquisite to reinforce the

eternal bonding between their children and themselves. Absorbing children in

household and family activities as appropriate will improve their self-sufficiency

skills and thus with honest steps family relations get re-vitalized and children get

psychologically buttressed

Concerned authorities including government and non-government organizations

should use its all arsenals to make sure to bring back all the children back to their

schools by any means when the pandemic falters, should ensure “zero drop-outs”

by providing financial support specifically to pandemic-undermined families and

take pledge to make primary and secondary education cost-free. Schools

authorities should plan re-styling academic calendars and test schedules to enfeeble

the effects of school closure. Not to overburden children and teachers must be

taken into foremost consideration alongside. Apart from scheduled curriculum-

based study basics of hygiene, maintenance of daily routine, need for indoor

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physical exercise can be promoted through the same online interface. Censored and

supervised use of technologies will facilitate wider, faster, fair and equal catering

of resources with special attention to the vulnerable groups discussed afore. To

make online teaching a reality for underprivileged section of the society

government and other stake-holders must go many miles more to make sufficient

arrangements of internet service and audio-visual gazettes.

Social sites should be more cautious to censor contents to impede online sexual

exploitation. Parents should always friendly monitor online activities of their

children. Cyber cells should be vigilant while reviewing contents of online games,

apps, online privacy settings

Responsible authorities must make sure that due to pandemic-bustle services

obtainable against domestic violence rather should be supplemented to surplus the

needs. Service hotlines and other outlets are needed to super-activate particularly

in the sensitive areas and run awareness campaigns against domestic violence and

child abuse and merchandize about the accessible facilities for abuse-survivors as

well as for child requiring psychological support

For children who have lost parents in the pandemic, welfare centers should trace

them and keep them under care of other live family member, kinship care, and

trained foster care as much as convenient. Besides looking after their psychological

22
wellbeing, basic needs are also to be looked after. Strict social security chain must

be established to prevent the mushrooming of school dropouts, child labor, child

trafficking, child marriage, sexual exploitation and abuse.

Children from marginalized communities should be taken adequate care of by all

means like sanitization, hygienic atmosphere, basic amenities, and medical

services.49 Disruption of many essential health care services for children and

adolescents in time of COVID-19 should be dealt with more expertise; barriers to

this kind of unique care should be demolished. Immunization services and mental

health services must be conducted with utmost zeal

COVID calamity: time to appreciate the light within and blessings in disguise?

“Out of suffering have emerged the strongest souls; the most massive characters

are seared with scars,” wrote Lebanese-American poet Kahlil Gibran. Childhood is

celebrated as most influential time for sprout of human mind. This phase of life is

distinctly cherished for learning the prevailing social decorum, values, morals,

principles, exemplary social archetype and positive broad outlook. Momentarily,

the universe has become restricted to home and courtyard for house-restraint

childhood. But in this confined milieu, their minds roam free. The COVID-19

“holocaust” has snatched their school-plays, kindergartens, amusement parks, and

friendly touch. Unforeseen dysrhythmia are niggling their minds. Interim

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detachment from school, friends and teachers, playgrounds have eased avenues for

self-realization and unwrapping of inner world. Albeit, this has been a time of

forced dissociation from others and hence being considered as arid, their basic

needs are being addressed even unknowingly. With the burden of modernization,

expectedly, parents are rat racing and are failing to find quality time from their

sealed schedule for their children. Due to lockdown, everyone in staying indoors

for 24/7, they are likely to spend abundant time and share space with their next

generation. Parents should try to bestow habits of storytelling, reading and writing,

drawing, singing and dancing, indoor playing, practicing yoga in the mean time

and should prudently subdue overindulgence of children to using techs and social

platforms. Home education from parents and endearment are sine qua non for

positive growth of a child. This is high time for parents to infuse ethical teachings

about importance of family, societal relations, healthy behaviors, etc., within the

mind of their children, imperative for their forthcoming future. On diverse

instances, children reside in a joint family where they expend smooth and unending

time withering and playing with their brothers, sisters and cousins. This is forging

the inter-family bonds, family-feeling and effacing monotony. They are learning

the essence of social relations. Parents are not really instilling these traits into their

children, but the traits are being inculcated rather spontaneously. Apart from all of

its devastating effects COVID-19 pandemic and protracted periods of nation-wide

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lockdown is offering the children with cues to look inside them and celebrate the

inner strength within self to fight any obstacle boosting their self-belief and

confidence. They will learn to defy all the bars and will no longer have to look for

the external world for validation. Parents must help their children to see the bigger

picture beyond this temporary bedlam. Parents and teachers should make them

recognize that life will be full of ultimatums, today’s hardships will pay off and no

mishap stay forever. To help the children to embrace their imperfections, to

practice controlling emotions, fear, anxiety and act of kindness and thus creating

an “emotional hygiene.” Going through these tougher times, children will learn

selflessness and importance of ‘we’ over ‘me.’ Seeing and helping those in distress

will remain as an invaluable lesson learnt from this pandemic. Attributes

entrenched so early in life expectedly will have everlasting

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26
 ABOUT COVID-19

The COVID-19 pandemic is first and foremost a health crisis. Many countries have

(rightly) decided to close schools, colleges and universities. The crisis crystallises

the dilemma policymakers are facing between closing schools (reducing contact

and saving lives) and keeping them open (allowing workers to work and

maintaining the economy). The severe short-term disruption is felt by many

families around the world: home schooling is not only a massive shock to parents’

productivity, but also to children’s social life and learning. Teaching is moving

online, on an untested and unprecedented scale. Student assessments are also

moving online, with a lot of trial and error and uncertainty for everyone. Many

assessments have simply been cancelled. Importantly, these interruptions will not

just be a short-term issue, but can also have long-term consequences for the

affected cohorts and are likely to increase inequality.  

Impacts on education: Schools 

Going to school is the best public policy tool available to raise skills. While school

time can be fun and can raise social skills and social awareness, from an economic

point of view the primary point of being in school is that it increases a child’s

ability. Even a relatively short time in school does this; even a relatively short

period of missed school will have consequences for skill growth. But can we
27
estimate how much the COVID-19 interruption will affect learning? Not very

precisely, as we are in a new world; but we can use other studies to get an order of

magnitude.

Two pieces of evidence are useful. Carlsson et al. (2015) consider a situation in

which young men in Sweden have differing number of days to prepare for

important tests. These differences are conditionally random allowing the authors to

estimate a causal effect of schooling on skills. The authors show that even just ten

days of extra schooling significantly raises scores on tests of the use of knowledge

(‘crystallized intelligence’) by 1% of a standard deviation. As an extremely rough

measure of the impact of the current school closures, if we were to simply

extrapolate those numbers, twelve weeks less schooling (i.e. 60 school days)

implies a loss of 6% of a standard deviation, which is non-trivial. They do not find

a significant impact on problem-solving skills (an example of ‘fluid intelligence’). 

A different way into this question comes from Lavy (2015), who estimates the

impact on learning of differences in instructional time across countries. Perhaps

surprisingly, there are very substantial differences between countries in hours of

teaching. For example, Lavy shows that total weekly hours of instruction in

mathematics, language and science is 55% higher in Denmark than in Austria.

These differences matter, causing significant differences in test score outcomes:

28
one more hour per week over the school year in the main subjects increases test

scores by around 6% of a standard deviation. In our case, the loss of perhaps 3-4

hours per week teaching in maths for 12 weeks may be similar in magnitude to the

loss of an hour per week for 30 weeks. So, rather bizarrely and surely

coincidentally, we end up with an estimated loss of around 6% of a standard

deviation again. Leaving the close similarity aside, these studies possibly suggest a

likely effect no greater than 10% of a standard deviation but definitely above zero. 

Impacts on education: Families 

Perhaps to the disappointment of some, children have not generally been sent home

to play. The idea is that they continue their education at home, in the hope of not

missing out too much. 

Families are central to education and are widely agreed to provide major inputs

into a child’s learning, as described by Bjorklund and Salvanes (2011). The current

global-scale expansion in home schooling might at first thought be seen quite

positively, as likely to be effective. But typically, this role is seen as a complement

to the input from school. Parents supplement a child’s maths learning by practising

counting or highlighting simple Maths problems in everyday life; or they

illuminate history lessons with trips to important monuments or museums. Being

the prime driver of learning, even in conjunction with online materials, is a

29
different question; and while many parents round the world do successfully school

their children at home, this seems unlikely to generalise over the whole

population. 

So while global home schooling will surely produce some inspirational moments,

some angry moments, some fun moments and some frustrated moments, it seems

very unlikely that it will on average replace the learning lost from school. But the

bigger point is this: there will likely be substantial disparities between families in

the extent to which they can help their children learn. Key differences include

(Oreopoulos et al. 2006) the amount of time available to devote to teaching, the

non-cognitive skills of the parents, resources (for example, not everyone will have

the kit to access the best online material), and also the amount of knowledge – it’s

hard to help your child learn something that you may not understand yourself.

Consequently, this episode will lead to an increase in the inequality of human

capital growth for the affected cohorts.

Assessments 

The closure of schools, colleges and universities not only interrupts the teaching

for children around the world; the closure also coincides with a key assessment

period and many exams have been postponed or cancelled.  

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Internal assessments are perhaps thought to be less important and many have been

simply cancelled. But their point is to give information about the child’s progress

for families and teachers. The loss of this information delays the recognition of

both high potential and learning difficulties and can have harmful long-term

consequences for the child. Andersen and Nielsen (2019) look at the consequence

of a major IT crash in the testing system in Denmark. As a result of this, some

children could not take the test.  The authors find that participating in the test

increased the score in a reading test two years later by 9% of a standard deviation ,

with similar effects in mathematics. These effects are largest for children from

disadvantaged backgrounds. 

Importantly, the lockdown of institutions not only affects internal assessments. In

the UK, for example, all exams for the main public qualifications – GCSEs and A

levels – have been cancelled for the entire cohort. Depending on the duration of the

lockdown, we will likely observe similar actions around the world. One potential

alternative for the cancelled assessments is to use ‘predicted grades’, but Murphy

and Wyness (2020) show that these are often inaccurate, and that among high

achieving children, the predicted grades for those from disadvantaged backgrounds

are lower than those from more advantaged backgrounds. Another solution is to

replace blind exams with teacher assessments. Evidence from various settings

show systematic deviations between unblind and blind examinations, where the

31
direction of the bias typically depends on whether the child belongs to a group that

usually performs well (Burgess and Greaves 2013, Rangvid 2015). For example, if

girls usually perform better in a subject, an unblind evaluation of a boy’s

performance is likely to be downward biased. Because such assessments are used

as a key qualification to enter higher education, the move to unblind subjective

assessments can have potential long-term consequences for the equality of

opportunity. 

It is also possible that some children’ careers might benefit from the interruptions.

For example, in Norway it has been decided that all 10th grade children will be

awarded a high-school degree. And Maurin and McNally (2008) show that the

1968 abandoning of the normal examination procedures in France (following the

children riots) led to positive long-term labour market consequences for the

affected cohort. 

In higher education many universities and colleges are replacing traditional exams

with online assessment tools. This is a new area for both teachers and children, and

assessments will likely have larger measurement error than usual. Research shows

that employers use educational credentials such as degree classifications and grade

point averages to sort applicants (Piopiunik et al. 2020). The increase in the noise

of the applicants’ signals will therefore potentially reduce the matching efficiency

32
for new graduates on the labour market, who might experience slower earnings

growth and higher job separation rates. This is costly both to the individual and

also to society as a whole (Fredriksson et al. 2018).

Graduates

The careers of this year’s university graduates may be severely affected by the

COVID-19 pandemic. They have experienced major teaching interruptions in the

final part of their studies, they are experiencing major interruptions in their

assessments, and finally they are likely to graduate at the beginning of a major

global recession. Evidence suggests that poor market conditions at labour market

entry cause workers to accept lower paid jobs, and that this has permanent effects

for the careers of some. Oreopoulos et al. (2012) show that graduates from

programmes with high predicted earnings can compensate for their poor starting

point through both within- and across-firm earnings gains, but graduates from

other programmes have been found to experience permanent earnings losses from

graduating in a recession. 

Solutions

The global lockdown of education institutions is going to cause major (and likely

unequal) interruption in children’ learning; disruptions in internal assessments; and

33
the cancellation of public assessments for qualifications or their replacement by an

inferior alternative. 

What can be done to mitigate these negative impacts? Schools need resources to

rebuild the loss in learning, once they open again. How these resources are used,

and how to target the children who were especially hard hit, is an open question.

Given the evidence of the importance of assessments for learning, schools should

also consider postponing rather than skipping internal assessments. For new

graduates, policies should support their entry to the labour market to avoid longer

unemployment periods.

Corona virus Corona viruses are a large family of viruses which may cause illness

in animals or humans. In humans, several coronaviruses are known to cause

respiratory infections ranging from the common cold to more severe diseases such

as Middle East Respiratory Syndrome (MERS) and Severe Acute Respiratory

Syndrome (SARS). The most recently discovered coronavirus causes coronavirus

disease COVID-19.

COVID-19

COVID-19 is the infectious disease caused by the most recently discovered corona

virus. This new virus and disease were unknown before the outbreak began in

Wuhan, China, in December 2019.

34
Symptoms of COVID-19

The most common symptoms of COVID-19 are fever, tiredness, and dry cough.

Some patients may have aches and pains, nasal congestion, runny nose, sore throat

or diarrhea. These symptoms are usually mild and begin gradually. Some people

become infected but don’t develop any symptoms and don't feel unwell. Most

people (about 80%) recover from the disease without needing special treatment.

Around 1 out of every 6 people who gets COVID-19 becomes seriously ill and

develops difficulty breathing. Older people, and those with underlying medical

problems like high blood pressure, heart problems or diabetes, are more likely to

develop serious illness. People with fever, cough and difficulty breathing should

seek medical attention.

COVID-19 spread

People can catch COVID-19 from others who have the virus. The disease can

spread from person to person through small droplets from the nose or mouth which

are spread when a person with COVID-19 coughs or exhales. These droplets land

on objects and surfaces around the person. Other people then catch COVID-19 by

touching these objects or surfaces, then touching their eyes, nose or mouth. People

can also catch COVID-19 if they breathe in droplets from a person with COVID-

35
19 who coughs out or exhales droplets. This is why it is important to stay more

than 1 meter (3 feet) away from a person who is sick.

Can the virus that causes COVID-19 be transmitted through the air?

Studies to date suggest that the virus that causes COVID-19 is mainly transmitted

through contact with respiratory droplets rather than through the air.

Can CoVID-19 be caught from a person who has no symptoms?

The main way the disease spreads is through respiratory droplets expelled by

someone who is coughing. The risk of catching COVID-19 from someone with no

symptoms at all is very low. However, many people with COVID-19 experience

only mild symptoms. This is particularly true at the early stages of the disease. It is

therefore possible to catch COVID-19 from someone who has, for example, just a

mild cough and does not feel ill.

Can I catch COVID-19 from the feces of someone with the disease?

The risk of catching COVID-19 from the feces of an infected person appears to be

low. While initial investigations suggest the virus may be present in feces in some

cases, spread through this route is not a main feature of the outbreak. The ongoing

research on the ways COVID-19 is spread and will continue to share new findings.

36
Because this is a risk, however, it is another reason to clean hands regularly, after

using the bathroom and before eating.

Protection measures for everyone

Stay aware of the latest information on the COVID-19 outbreak, available on the

national, state and local public health authority. Many countries around the world

have seen cases of COVID-19 and several have seen outbreaks. Authorities in

China and some other countries have succeeded in slowing or stopping their

outbreaks. However, the situation is unpredictable so check regularly for the latest

news.

Reduce chances of being infected or spreading COVID19 by taking some simple

precautions:

 Regularly and thoroughly clean your hands with an alcohol based hand rub

or wash them with soap and water. Why? Washing your hands with soap and

water or using alcohol-based hand rub kills viruses that may be on your

hands.

 Maintain at least 1 metre (3 feet) distance between yourself and anyone who

is coughing or sneezing. Why? When someone coughs or sneezes they spray

small liquid droplets from their nose or mouth which may contain virus. If

37
 you are too close, you can breathe in the droplets, including the COVID-19

virus if the person coughing has the disease.

 Avoid touching eyes, nose and mouth. Why? Hands touch many surfaces

and can pick up viruses. Once contaminated, hands can transfer the virus to

your eyes, nose or mouth. From there, the virus can enter your body and can

make you sick.

 Make sure you, and the people around you, follow good respiratory hygiene.

This means covering your mouth and nose with your bent elbow or tissue

when you cough or sneeze. Then dispose of the used tissue immediately.

Why? Droplets spread virus. By following good respiratory hygiene you

protect the people around you from viruses such as cold, flu and COVID-19.

 Stay home if you feel unwell. If you have a fever, cough and difficulty

breathing, seek medical attention and call in advance. Follow the directions

of your local health authority. Why? National and local authorities will have

the most up to date information on the situation in your area. Calling in

advance will allow your health care provider to quickly direct you to the

right health facility. This will also protect you and help prevent spread of

viruses and other infections.

 Keep up to date on the latest COVID-19 hotspots (cities or local areas where

COVID-19 is spreading widely). If possible, avoid traveling to places –

38
 especially if you are an older person or have diabetes, heart or lung disease.

Why? You have a higher chance of catching COVID-19 in one of these

areas.

Protection measures for persons who are in or have recently visited (past 14

days) areas where COVID-19 is spreading

 Follow the guidance outlined above (Protection measures for everyone)

 Self-isolate by staying at home if you begin to feel unwell, even with mild

symptoms such as headache, low grade fever (37.3 C or above) and slight

runny nose, until you recover. If it is essential for you to have someone

bring you supplies or to go out, e.g. to buy food, then wear a mask to avoid

infecting other people. Why? Avoiding contact with others and visits to

medical facilities will allow these facilities to operate more effectively and

help protect you and others from possible COVID-19 and other viruses.

 If develop fever, cough and difficulty breathing, seek medical advice

promptly as this may be due to a respiratory infection or other serious

condition. Call in advance and tell your provider of any recent travel or

contact with travelers. Why? Calling in advance will allow your health care

provider to quickly direct you to the right health facility. This will also help

to prevent possible spread of COVID-19 and other viruses.

39
How likely catch COVID-19?

The risk depends on where you are - and more specifically, whether there is a

COVID-19 outbreak unfolding there. For most people in most locations the risk of

catching COVID-19 is still low. However, there are now places around the world

(cities or areas) where the disease is spreading. For people living in, or visiting,

these areas the risk of catching COVID-19 is higher. Governments and health

authorities are taking vigorous action every time a new case of COVID-19 is

identified. Be sure to comply with any local restrictions on travel, movement or

large gatherings. Cooperating with disease control efforts will reduce your risk of

catching or spreading COVID-19.

COVID-19 outbreaks can be contained and transmission stopped, as has been

shown in China and some other countries. Unfortunately, new outbreaks can

emerge rapidly. It’s important to be aware of the situation where you are or intend

to go

Should worry about COVID-19?

Illness due to COVID-19 infection is generally mild, especially for children and

young adults. However, it can cause serious illness: about 1 in every 5 people who

catch it need hospital care. It is therefore quite normal for people to worry about

how the COVID-19 outbreak will affect them and their loved ones.

40
We can channel our concerns into actions to protect ourselves, our loved ones and

our communities. First and foremost among these actions is regular and thorough

hand-washing and good respiratory hygiene. Secondly, keep informed and follow

the advice of the local health authorities including any restrictions put in place on

travel, movement and gatherings.

Who is at risk of developing severe illness

While we are still learning about how COVID-2019 affects people, older persons

and persons with pre-existing medical conditions (such as high blood pressure,

heart disease, lung disease, cancer or diabetes) appear to develop serious illness

more often than others.

Are antibiotics effective in preventing or treating the COVID-19?

No. Antibiotics do not work against viruses, they only work on bacterial infections.

COVID-19 is caused by a virus, so antibiotics do not work. Antibiotics should not

be used as a means of prevention or treatment of COVID-19. They should only be

used as directed by a physician to treat a bacterial infection.

Are there any medicines or therapies that can prevent or cure COVID-19

While some western, traditional or home remedies may provide comfort and

alleviate symptoms of COVID-19, there is no evidence that current medicine can

41
prevent or cure the disease. We does not recommend self-medication with any

medicines, including antibiotics, as a prevention or cure for COVID-19. However,

there are several ongoing clinical trials that include both western and traditional

medicines. We will continue to provide updated information as soon as clinical

findings are available.

Vaccine drug or treatment for COVID-19

Not yet. To date, there is no vaccine and no specific antiviral medicine to prevent

or treat COVID-2019. However, those affected should receive care to relieve

symptoms. People with serious illness should be hospitalized. Most patients

recover thanks to supportive care.

Possible vaccines and some specific drug treatments are under investigation. They

are being tested through clinical trials. The most effective ways to protect yourself

and others against COVID-19 are to frequently clean your hands, cover your cough

with the bend of elbow or tissue, and maintain a distance of at least 1 meter (3 feet)

from people who are coughing or sneezing

COVID-19 the same as SARS

No. The virus that causes COVID-19 and the one that caused the outbreak of

Severe Acute Respiratory Syndrome (SARS) in 2003 are related to each other

genetically, but the diseases they cause are quite different. SARS was more deadly
42
but much less infectious than COVID-19. There have been no outbreaks of SARS

anywhere in the world since 2003.

Should I wear mask to protect myself

Only wear a mask if you are ill with COVID-19 symptoms (especially coughing)

or looking after someone who may have COVID-19. Disposable face mask can

only be used once. If you are not ill or looking after someone who is ill then you

are wasting a mask. There is a world-wide shortage of masks, so We urge people to

use masks wisely.

We advises rational use of medical masks to avoid unnecessary wastage of

precious resources and misuse of masks The most effective ways to protect

yourself and others against COVID-19 are to frequently clean your hands, cover

your cough with the bend of elbow or tissue and maintain a distance of at least 1

meter (3 feet) from people who are coughing or sneezing.

How to put on use take off and dispose of a mask?

1. Remember, a mask should only be used by health workers, care takers, and

individuals with respiratory symptoms, such as fever and cough.

2. Before touching the mask, clean hands with an alcohol-based hand rub or soap

and water

43
3. Take the mask and inspect it for tears or holes.

4. Orient which side is the top side (where the metal strip is).

5. Ensure the proper side of the mask faces outwards (the coloured side).

6. Place the mask to your face. Pinch the metal strip or stiff edge of the mask so it

moulds to the shape of your nose.

7. Pull down the mask’s bottom so it covers your mouth and your chin.

8. After use, take off the mask; remove the elastic loops from behind the ears while

keeping the mask away from your face and clothes, to avoid touching potentially

contaminated surfaces of the mask.

9. Discard the mask in a closed bin immediately after use.

10. Perform hand hygiene after touching or discarding the mask – Use alcohol-

based hand rub or, if visibly soiled, wash your hands with soap and water

How long is the incubation period for COVID-19?

The “incubation period” means the time between catching the virus and beginning

to have symptoms of the disease. Most estimates of the incubation period for

COVID-19 range from 1-14 days, most commonly around five days. These

estimates will be updated as more data become available.

44
Can humans become infected with the COVID-19 from an animal source?

Coronaviruses are a large family of viruses that are common in animals.

Occasionally, people get infected with these viruses which may then spread to

other people. For example, SARS-CoV was associated with civet cats and MERS-

CoV is transmitted by dromedary camels. Possible animal sources of COVID-19

have not yet been confirmed.

To protect yourself such as when visiting live animal markets, avoid direct contact

with animals and surfaces in contact with animals. Ensure good food safety

practices at all times. Handle raw meat, milk or animal organs with care to avoid

contamination of uncooked foods and avoid consuming raw or undercooked

animal products.

Can I catch COVID-19 from my pet?

While there has been one instance of a dog being infected in Hong Kong, to date,

there is no evidence that a dog, cat or any pet can transmit COVID-19. COVID-19

is mainly spread through droplets produced when an infected person coughs,

sneezes, or speaks. To protect yourself, clean your hands frequently and

thoroughly. We continues to monitor the latest research on this and other

COVID19 topics and will update as new findings are available

45
How long does the virus survive on surfaces?

It is not certain how long the virus that causes COVID-19 survives on surfaces, but

it seems to behave like other corona viruses. Studies suggest that corona viruses

(including preliminary information on the COVID-19 virus) may persist on

surfaces for a few hours or up to several days. This may vary under different

conditions (e.g. type of surface, temperature or humidity of the environment). If

you think a surface may be infected, clean it with simple disinfectant to kill the

virus and protect yourself and others. Clean your hands with an alcohol-based hand

rub or wash them with soap and water. Avoid touching your eyes, mouth, or nose.

Is it safe to receive a package from any area where COVID-19 has been

reported?

Yes. The likelihood of an infected person contaminating commercial goods is low

and the risk of catching the virus that causes COVID-19 from a package that has

been moved, travelled, and exposed to different conditions and temperature is also

low.

Is there anything I should not do?

The following measures ARE NOT effective against COVID-2019 and can be

harmful:

46
• Smoking

• Wearing multiple masks

• Taking antibiotics (See question 10 "Are there any medicines of therapies that

can prevent or cure COVID-19?")

In any case, if you have fever, cough and difficulty breathing seek medical care

early to reduce the risk of developing a more severe infection and be sure to share

your recent travel history with your health care provider.

47
 CRUCIAL ACADEMIC TIME MEANS A GAP

CANNOT BE AFFORDED

With the lockdown suspending classes at all schools, colleges and universities, the

annual academic calendar has been hit hard, especially as the March-April period

signifies the crucial tail end of an academic session and this is also the time for roll

outs for the new session

1. Online virtual classes

Universities and Higher Education Institutions (HEIs) have instantly turned to

conducting virtual classes, online assignment submissions and teacher-children

interactions.

Classes at schools, colleges and universities are now being conducted online.

The dynamics of a physical class are diametrically different from conducting

virtual classes, but professors have pitched in enthusiastically and innovatively so

that the challenges posed by the pandemic in continuous education can best be

minimized.

ADVERTISEMENT

Access to technology and faculty determination is contributing to the success of

this redefined classroom setting which will make sure that children are able to

adhere to their academic calendar without any interruption.

48
Industry veterans are also being engaged to interact virtually with the children to

contemplate the effects of the lockdown on business and how the industry is

gearing up to face life post Covid 19.

Admittedly, there is some degree of inconvenience in terms of all children having

access to proper hardware, software and adequate internet connections; but this has

also prompted new examples in educational innovation.

Although it is too early to judge how reactions to COVID-19 will affect education

systems in the long term, but these experimental changes can bring a lasting impact

on the trajectory of learning innovation and digitization.

2. Safe admission processes conducted online

This is also a very crucial time for the admission processes for the next academic

session. Some institutes have made their admission process 100% online.

To ensure the safety of prospective children, parents and their staff, these institutes

have adopted a range of online virtual methodologies to facilitate the entire

admission process.

They have categorized various sub-processes of the admission procedure and are

implementing online solutions for each of this sub process.

HEIs are using webinars for sharing information on programs, video calls for one-

to-one interactions, and virtual campus tours to showcase the campus life and

facilities available.
49
Only e-applications are being accepted from candidates desirous of applying for

these programs followed by virtual interviews. The results are declared online and

the fees payment and other admission formalities are also completed online.

50
 COVID-19 PANDEMIC: IMPACT AND STRATEGIES FOR

PSYCHO SOCIAL IN CHILDREN'S

Sometime in the second week of March, state governments across the country

began shutting down schools and colleges temporarily as a measure to contain the

spread of the novel coronavirus. It’s close to a month and there is no certainty

when they will reopen. This is a crucial time for the education sector—board

examinations, nursery school admissions, entrance tests of various universities and

competitive examinations, among others, are all held during this period. As the

days pass by with no immediate solution to stop the outbreak of Covid-19, school

and university closures will not only have a short-term impact on the continuity of

learning for more than 285 million young learners in India but also engender far-

reaching economic and societal consequences.

The structure of schooling and learning, including teaching and assessment

methodologies, was the first to be affected by these closures. Only a handful of

private schools could adopt online teaching methods. Their low-income private and

government school counterparts, on the other hand, have completely shut down for

not having access to e-learning solutions. The children, in addition to the missed

opportunities for learning, no longer have access to healthy meals during this time

and are subject to economic and social stress.

51
The pandemic has significantly disrupted the higher education sector as well,

which is a critical determinant of a country’s economic future. A large number of

Indian children—second only to China—enroll in universities abroad, especially in

countries worst affected by the pandemic, the US, UK, Australia and China. Many

such children have now been barred from leaving these countries. If the situation

persists, in the long run, a decline in the demand for international higher education

is expected.

The bigger concern, however, on everybody’s mind is the effect of the disease on

the employment rate. Recent graduates in India are fearing withdrawal of job offers

from corporates because of the current situation. The Centre for Monitoring Indian

Economy’s estimates on unemployment shot up from 8.4% in mid-March to 23%

in early April and the urban unemployment rate to 30.9%.

Needless to say, the pandemic has transformed the centuries-old, chalk–talk

teaching model to one driven by technology. This disruption in the delivery of

education is pushing policymakers to figure out how to drive engagement at scale

while ensuring inclusive e-learning solutions and tackling the digital divide.

A multi-pronged strategy is necessary to manage the crisis and build a resilient

Indian education system in the long term.

One, immediate measures are essential to ensure continuity of learning in

government schools and universities. Open-source digital learning solutions and

52
Learning Management Software should be adopted so teachers can conduct

teaching online. The DIKSHA platform, with reach across all states in India, can

be further strengthened to ensure accessibility of learning to the children.

Two, inclusive learning solutions, especially for the most vulnerable and

marginalized, need to be developed. With a rapid increase of mobile internet users

in India, which is expected to reach 85% households by 2024, technology is

enabling ubiquitous access and personalization of education even in the remotest

parts of the country. This can change the schooling system and increase the

effectiveness of learning and teaching, giving children and teachers multiple

options to choose from. Many aspirational districts have initiated innovative,

mobile-based learning models for effective delivery of education, which can be

adopted by others.

Three, strategies are required to prepare the higher education sector for the

evolving demand–supply trends across the globe—particularly those related to the

global mobility of children and faculty and improving the quality of and demand

for higher studies in India. Further, immediate measures are required to mitigate

the effects of the pandemic on job offers, internship programs, and research

projects.

Four, it is also important to reconsider the current delivery and pedagogical

methods in school and higher education by seamlessly integrating classroom

53
learning with e-learning modes to build a unified learning system. The major

challenge in EDTech reforms at the national level is the seamless integration of

technology in the present Indian education system, which is the most diverse and

largest in the world with more than 15 lakh schools and 50,000 higher education

institutions. Further, it is also important to establish quality assurance mechanisms

and quality benchmark for online learning developed and offered by India HEIs as

well as e-learning platforms (growing rapidly). Many e-learning players offer

multiple courses on the same subjects with different levels of certifications,

methodology and assessment parameters. So, the quality of courses may differ

across different e-learning platforms.

Five, Indian traditional knowledge is well known across the globe for its scientific

innovations, values, and benefits to develop sustainable technologies and

medicines. The courses on Indian traditional knowledge systems in the fields of

yoga, Indian medicines, architecture, hydraulics, ethnobotany, metallurgy and

agriculture should be integrated with a present-day mainstream university

education to serve the larger cause of humanity.

In this time of crisis, a well-rounded and effective educational practice is what is

needed for the capacity-building of young minds. It will develop skills that will

drive their employability, productivity, health, and well-being in the decades to

come, and ensure the overall progress of India.

54
The Covid-19 pandemic has forced schools and colleges to shut down temporarily

and is causing havoc in the education system. Here are the steps being taken by

colleges to keep the education going.

What children can do to utilise the lockdown time well

With less activities to distract them, children can put this Covid-19 lockdown

period to good use. They should:

 First and foremost, stay safe,

 Attend the online classes regularly,

 Finish any pending assignments,

 Read and research as much as possible in their areas of interest and life post

COVID 19,

 Introspect on the direction they want for their life,

 Keep a finger on the pulse of our country and the World from authentic

sources.

 The pandemic has demonstrated that quick responses to disasters and quick

adoption of alternate solutions in trying times are important for continuity

and resilience.

This is also a grave reminder to the education community that the skills the

children most need in this unpredictable world are an ability to handle unexpected

55
realities, making informed decisions, creative problem solving, and perhaps above

all, adaptability.

To ensure those skills remain a priority for all children, resilience and adaptation

must be built into our educational systems and educators and HEIs must lead the

way with practical solutions.

INTERPERSONAL ADAPTATION IN TEACHER-STUDENT INTERACTION

Teacher-children relationships play a crucial role in the quality of teaching and

learning. Daily interpersonal interactions in classrooms are the building blocks of

teacher-children relationships. With the aim to add to insights on teaching and

learning, we specifically explored interpersonal adaptation in daily interactions.

Adaptation, i.e., how people respond to each other's actions and reactions, is a

defining characteristic of interactions.

We studied 35 classrooms in secondary education. Although the degree and nature

of interpersonal adaptation was in general consistent with interpersonal theory,

degree of adaptation varied considerably between classrooms. In classrooms with a

more preferred teacher-children relationship, behaviour of teachers and the

adaptation to the behaviour of their children was more in accordance with

professional standards, compared to classrooms with a less preferred relationship.

Conceptualizations and results of the present study contribute to theory on teacher-

children interaction, as well as the practice of teacher professional development

56
REVIEW OF LITERATURE

57
 REVIEW OF LITERATURE
A crucial role of teacher-children relationships in the quality of teaching and

learning has been demonstrated in many studies. Results showed society-

children relationships to be associated with children cognitive learning

outcomes and motivation (e.g., Cornelius-White, 2007; Den Brok,

Brekelmans, & Wubbels, 2004; Pianta, 2006; Roorda, Koomen, Spilt, & Oort,

2011; Wubbels, Brekelmans, Den Brok, & Van Tartwijk, 2006), and with

teacher well-being (e.g., Spilt, Koomen, & Thijs, 2011; Veldman, Van Tartwijk,

Brekelmans, & Wubbels, 2013).

Daily interpersonal interactions in classrooms are the building blocks of

society-children relationships (e.g., Granic and Patterson, 2006, Kiesler,

1996; Ramseyer & Tschacher, 2016; Vallacher, Nowak, & Zochowski, 2005).

The present study focused on these interactions with the aim to add to the

understanding of teaching and learning. More specifically, we

explored interpersonal adaptation (e.g., Burgoon et al., 1995, Cappella, 1996),

i.e., how teachers and children respond to each other's interpersonal actions

and reactions.

According to Burgoon et al. (1995), adaptation of behaviour in interactions is

essential for effective communication. Cappella (1996) characterized

adaptation as “the defining characteristic of interpersonal communication” (p.

58
354). He drew a strong distinction between two major components, arguing

that both are necessary to understand interaction:

(1) mutual influence, referring to correlated adjustments of overall levels

during the course of interactions, and

(2) mutual adaptation, referring to the dynamic process by which partners

respond to changes in one another's behaviour during interactions. We

focussed on the second component, as time-dependent interpersonal

dynamics is understudied in education (e.g., Schmitz, 2006).

In the present study, we used a process oriented approach, providing a

detailed description of daily classroom interaction. This micro-level

investigation may add to outcome-oriented, macro-level investigations of

teacher-children relationships (e.g., Lavelli et al., 2005, Schmitz, 2006).

Furthermore, the present study concerns adaptation in the affective, social-

emotional domain of educational processes, and thereby expands the current

attention to adaptation in the cognitive domain (scaffolding, contingency;

e.g., Van de Pol, Volman, & Beishuizen, 2010). Practical implications of the

study appertain to teacher professionalization. Given that interactions are

seen as the building blocks of relationships (Granic & Patterson, 2006),

knowledge about fine-grained analysis of those interactions may be useful, in

particular for the diagnosis of (problematic) interactions, but also for the

59
designs of effective interventions that make use of (video-taped) classroom

interaction data.

To explore interpersonal adaptation in daily classroom interaction, we largely

followed the approach of Sadler, Ethier, Gunn, Duong, and Woody (2009),

who combined insights from interpersonal theory (e.g., Carson,

1969, Horowitz and Strack, 2011, Kiesler, 1983, Kiesler, 1996) and literature

on mutual adaptation in social interaction (e.g., Burgoon et al., 1995, Cappella,

1996; Warner, 1998). With a multiple case study of 35 classrooms, we

explored (1) the degree of interpersonal adaptation and differences between

classrooms, and (2) the assumed relevance of interpersonal adaptation, by

studying the association of interpersonal adaptation with the quality of the

teacher-children relationship in these classrooms.

 Interpersonal theory

In the present study, we used two key principles of interpersonal theory to

conceptualize interpersonal adaptation: (1) the principle of two interpersonal

dimensions, and (2) the principle of interpersonal complementarity.

The first principle states that the most important aspects of children behaviour in

interaction with other people can be captured by means of just two

dimensions: Agency, which connotes ideas of dominance, power, status, and

60
control, and Communion, which suggests love, affiliation, union, and friendliness

(Gurtman, 2009). Agency and Communion are used as meta-concepts to label the

two interpersonal dimensions (Bakan, 1966, Fournier et al., 2011, Wiggins, 1991).

In specific contexts, alternative names, such as Control/Affiliation,

Dominance/Friendliness, or Influence/Proximity are used (e.g., Sadler et al.,

2009, Wubbels et al., 2012). Each word to describe the behaviour of a person (e.g.,

friendly, demanding) can be regarded a specific blend of Agency and Communion.

The interpersonal meaning of the words is represented by their angular position on

a circular continuum called the Interpersonal Circle (IPC; Fabrigar et al.,

1997, Gurtman, 2009, Horowitz and Strack, 2011, Kiesler, 1996).

Fig. 1 presents typical descriptions of classroom interpersonal behaviour of

teachers (IPC-T) and children (IPC-S). For example, the

descriptors helpful and confrontational in IPC-T, and

likewise supportive and confrontational in IPC-S, share the same degree of

Agency, but are opposite regarding the degree of Communion.

61
 Fig.  The Interpersonal Circle for Teachers (left, IPC-T) and Students (right,

IPC-S). Words at the circumference of the circle are typical descriptions of

interpersonal society - children behaviour each representing a specific blend

of Agency and Communion (cf. Claessens et al., 2017, Wubbels et al.,

2012).

The Interpersonal Circle can also be used to describe (differences in) behaviour of

persons at different time-scales: moment-to-moment behaviour (e.g., Mainhard,

Pennings, Wubbels, & Brekelmans, 2012), average behaviour over the course of an

interaction (e.g., Mainhard, Brekelmans, & Wubbels, 2011), and behaviour as it is

generally consistent over a longer period of time, such as a school year. A person's

habitual interpersonal behaviour is often referred to as interpersonal

style (e.g., Sadler & Woody, 2003; see also Fig.). With the Interpersonal Circle

62
differences in frequency and intensity of behaviour can be mapped in terms of

dimensions (i.e., Agency and Communion, see Fig. 4) or typical descriptions (like

imposing or helpful, e.g., Wubbels et al., 2006).

According to the second key principle of interpersonal complementarity (Kiesler,

1983), a person's interpersonal behaviour is not random, but contingent upon the

interpersonal behaviour of the other person(s) with whom he or she is interacting.

Behaviour of children in interaction includes a specific interpersonal bid that tends

to initiate, invite, or invoke specific behaviour from others. The interpersonal bid

tends to elicit oppositeness regarding Agency, and sameness regarding

Communion (Kiesler, 1983, Kiesler, 1996; see also; Sadler et al., 2009). For

example, imposing behaviour of a society tends to invite withdrawn children

behaviour and helpful society behaviour tends to invite collaborative children

behaviou. Earlier research has shown the importance of complementarity for stable

and healthy relationships (e.g., Kiesler, 1996, Sadler et al., 2011).

According to Kiesler (1996) the formulated direction of complementarity

“primarily applies to naturally occurring, relatively unstructured interpersonal

situations, the extent to which it applies in various structured situations or in other

environmental contexts remains to be determined”. For example, in classrooms, the

specific role and status of teachers and children (e.g., Carson, 1969, Cothran and

Ennis, 1997, Pomeroy, 1999) provide a specific structure to their interaction.

63
Teachers, with far more education and experience of life than their children, have a

different set of behavioural resources, and, as professional educators, also a

different set of responsibilities. They are expected and trained to act in the best

interest of their children. Therefore, they will be motivated to sometimes inhibit

the tendency to react in complementary ways to children behaviour (Thijs,

Koomen, Roorda, & Ten Hagen, 2011). For example, when faced with hostile

children behaviour (e.g., confrontational, dissatisfied, see Fig. 1), teachers may

refrain from responding with hostility, and instead may respond with neutral, or

even friendly behaviour (e.g., helpful, understanding, see Fig. 1). For example, to

set the stage for favourable classroom processes for all children, a teacher may in

specific situations ‘override’ agentic behaviour of (individual) children's. When

faced with this children behaviour, a certain degree of teacher Agency, especially

together with teacher Communion, may support classroom structure, thereby

affording all individual children to foster their learning process. While studying

interpersonal adaptation in the present study, we explored these refinements of the

general tendencies of the principle of interpersonal complementarity.

64
Insights from literature on mutual adaptation in social interaction

In the literature on mutual adaptation in social interaction (e.g., Cappella, 1996),

interpersonal adaptation is conceptualized similarly to interpersonal theory.

Authors conceptualize interpersonal adaptation as associations between (a)

behavioural patterns of partners in interaction (i.e., moment-to-moment behaviour),

and (b) as overall levels over time (i.e., interpersonal styles). What the literature on

mutual adaptation especially adds to insights from interpersonal theory is the

attention to rhythmicity in interpersonal behaviour. This rhythmicity refers to

temporal cyclical patterns “in which behaviour progresses repeatedly from a point

of origin, through a pattern, and back to the same or very similar point of origin”

(Werner & Haggard in VanLear, 1996, p. 46). For example, a teacher may be

leading, when introducing a class of children to new concepts, and children may

follow and try to comprehend. When children start to understand the new concept,

the teacher may become less leading, implicitly encouraging children to play with

and assert their newfound understandings. When the teacher subsequently supplies

further information or steers children to specific strategies, the more and less

leading cycle in teacher behaviour may repeat. Likewise, children behaviour may

form a repeating cycle, in which their behaviour first is relatively submissive, then

increases to be more assertive, and then lowers again, only to increase again. In

65
this example, teacher and children’ recurrent cycles are highly synchronized. As a

metaphor, one could visualize high synchrony in dancing, when there is flowing,

agile, and continuous rhythm with enmeshed movements of both partners, each

with his or her own balance (e.g., Burgoon et al., 1995, Sadler et al.,

2009). Burgoon et al. (1995) termed these entrained patterns interactional

synchrony, and defined it as “similarity in rhythmic qualities and enmeshing or

coordination of the behavioural patterns of both parties” (p.128).

To study how temporal patterns in behaviour of people in interaction may be

interrelated, Warner (1998) proposed four different types of associations to

indicate interpersonal adaptation: (1) association between trends in the time series,

(2) association between cyclical patterns, (3) association between residual

fluctuations, and (4) association of the raw time series, i.e., an “estimate of overall

coordination–combining the contributions of any trends, cycles, and residuals”

(Warner, 1998, p. 135; italics added). Examining the association of trends and

cyclical patterns focuses on the match of regular patterns in moment-to-moment

variation in teacher and children behaviour in classrooms. Examining the

association of residual fluctuations (after removing trends and cyclical patterns)

focuses on a more momentary match of behavioural patterns (e.g., adaptation to

unexpected eruptions of hostility). The distinction between several types of

indicators has been adopted in several papers investigating dyadic social

66
interaction, particularly from the perspective of interpersonal theory (e.g., Sadler

et al., 2011, Thomas et al., 2014).

Studies on interpersonal adaptation in the context of education

In the context of education, there are only a few studies available (Mainhard et al.,

2012, Pennings et al., 2014b, Roorda et al., 2013, Thijs et al., 2011) examining

moment-to-moment teacher-children interaction using a two-sided approach (i.e.,

examining both teacher and children behaviour). A two-sided approach is

inherently needed to study interpersonal adaptation. These studies generally

confirmed teacher-children interaction to be consistent with the principle of

interpersonal complementarity.

In small scale studies (two classrooms) in secondary education, Mainhard et al.

(2012), and Pennings, Van Tartwijk et al. (2014) illustrated the principle of

interpersonal complementarity in momentary teacher-children interactions, and

showed that interactions in the classroom of the teacher with an interpersonal style

characterized by high levels of Agency and Communion, had a higher degree of

complementarity than interactions in the classroom of the teacher with an

interpersonal style characterized by lower levels of Agency and Communion.

Results of a study by Thijs et al. (2011) on individual kindergartners (N = 69) in

interaction with teachers during a dyadic task outside the classroom, were also

67
consistent with the principle of interpersonal complementarity. Thijs et al. found a

positive correlation between the level of Affiliation (i.e., Communion) displayed

by teachers and children, and a negative correlation between their levels of Control

(i.e., Agency). Roorda et al. (2013) studied interactions between teachers (N = 48)

and selected kindergartners with a variety of externalizing and internalizing

behaviours (N = 179) in a small group task setting within the naturalistic classroom

setting. They found that reactions of teachers and children followed the

complementarity principle on the Control dimension, but not on the Affiliation

dimension.

Present study

With the present study, we aimed to contribute to research on Psycho Social

-children interaction by adding knowledge on the interpersonal adaptation of

teacher and children behaviour, with the aim to better understand teaching and

learning. More specifically, we aimed to add knowledge by (1) studying natural

classroom settings in secondary education, (2) using a relatively large sample of

classrooms, in view of the time-consuming data-management, and (3) exploring

the interrelation of moment-to-moment time-series data of teachers and children

using different indicators of interpersonal adaptation. We performed a multiple

case study of 35 classrooms. Due to the small body of available knowledge in the

68
educational context, and the small size and convenience character of the sample,

we refrained from testing specific hypotheses about population parameters.

Instead, we used an exploratory, descriptive approach (e.g., sample frequencies,

central tendencies). The following research question guided the study: What is the

degree and nature of interpersonal adaptation in moment-to-moment teacher-

children interaction in secondary classrooms?

Consistent with the complementarity principle as specified by interpersonal theory,

we basically anticipated sameness regarding Communion and oppositeness

regarding Agency, for all four indicators of interpersonal adaptation, i.e., overall

coordination, and match of trends, cyclical patterns, and residual fluctuations.

From the perspective of the specific role and status of teachers and children in

secondary classrooms, we anticipated specific refinements from the general

tendencies.

To contribute to validation of the assumed theoretical and practical relevance of

interpersonal adaptation for teaching and learning, we explored the association of

the degree and nature of interpersonal adaptation with the teacher interpersonal

style. We selected the teacher interpersonal style for validation, because (1)

empirical evidence from earlier studies showed teacher interpersonal style to be

associated with children cognitive and affective outcomes (e.g., Den Brok et al.,

2004), and teacher well-being (e.g., Brekelmans, 1989, Veldman et al., 2013), (2)

69
teacher interpersonal style is an important indicator of teacher-children

relationships (Wubbels et al., 2006), and daily interpersonal interactions are

considered the building blocks of relationships (e.g., Granic and Patterson,

2006, Kiesler, 1996; Ramseyer & Tschacher, 2016; Vallacher et al., 2005), (3)

adaptation is considered a defining characteristics of interaction (e.g., Cappella,

1996). We anticipated differences between classrooms in teacher interpersonal

styles to go together with differences in interpersonal adaptation in daily teacher-

children interaction.

70
OBJECTIVES OF STUDY

71
 OBJECTIVES OF STUDY

 To study the socio-economic background of respondent.

 To find the condition of children during Covid-19
 To study the Phyco-social problem of respondent during Covid-19.

SCOPE OF STUDY

The scope formulation is the first step to a successful Research process. Project
undertaken the problem of analyzing the Psycho Social impact of covid 19 in
children's

IMPORTANCE AND USE OF THE STUDY

To keep things in mind that as the ever changing competitive business environment.
New thoughts and ideas should pour into its, Research & Development to innovate its
existing products which should be beyond competitors comprehension.

This study enables the user with answer to formulate an effective children behaviour
with a broader prospective to tap areas where it did not feel the need earlier, hence the
decision of whether to penetrate this section or not can be found out at the end of the
data analysis.

It also gives an idea of the potential of our business in the future & the fluctuation in
prices from time to time.

Special reference is made to the improvement of ability of product in terms of

packaging& product innovations & advertisement always means to cut down
competitors.

72
RESEARCH METHODOLOGY

73
 RESEARCH METHODOLOGY

INTRODUCTION

This chapter aims to understand the research methodology establishing a

framework of evaluation and revaluation of primary and secondary research. The
techniques and concepts used during primary research in order to arrive at
findings; which are also dealt with and lead to a logical deduction towards the
analysis and results

RESEARCH DESIGN

The research design applied here was exploratory research

Exploratory Research is one in we don’t know about the problem, we have to find
about the problem and then work on solving the problem. Whereas in case of
descriptive research, we know the problem, we just have to find the solution to the
problem. Generally descriptive research design is applied after exploratory
research design.

Here after doing the secondary research, we found the general perception about the
retail but then in second phase we tried to figure out where the difference lies and
on what basis the e-commerce differ from each other

74
RESEARCH TOOL

Research tool

The purpose is to first conduct a intensive secondary research to understand the

full impact and implication of the industry, to review and critique the industry
norms and reports, on which certain issues shall be selected, which remain
unanswered this shall be further taken up in the next stage of secondary research.
This stage shall help to restrict and select only the important question and issue,
which inhabit growth and segmentation in the industry.

DATA COLLECTION:

Both primary and secondary data have been collected very vigorously

Secondary data: it is collected by the study of various reports. The reports studied
under secondary data. Primary Data was taken with questionnaire

THE RESEARCH REPORT

The report is the result of a survey which was undertaken in Lucknow city. The
objectives of the project have been fulfilled by getting response from the customer
associated to these segments through a personal interview in the form of a
questionnaire. The responses available through the questionnaire are used to
evaluate the promotional for the products of online shopping and the willingness of
the customer to purchase its products on future.

75
 THE RESEARCH PROBLEM

The problem formulation is the first step to a successful Research process. Project
undertaken the problem of analyzing the Psycho Social impact of covid 19 in
children's

THE RESEARCH OBJECTIVE

 To study the Impact of COVID 19 on interpersonal Behaviour on Children

 To study the programs and practices of impact of Covid 19.

 To examine the impact of COVID 19 on interpersonal Behaviour on Psycho Social

of children

THE RESEARCH DESIGN

The research design used in the project is exploratory design. The

investigation is carried upon the respondent in Lucknow city. The reason for choosing
this design is to get responses from the children so that their problems of Covid 19

THE DATA SOURCE

The data has been taken from two sources

 Primary data source

76
The primary data source has been collected through questionnaire by telephonic
interviewing each respondent on a number of queries structured in a questionnaire.

 Secondary data source

Secondary data was collected from following sources

Prior research reports

Websites

Books

Newspaper

Personal consultation

THE AREA OF WORK

The field work is conducted in the Lucknow city.

THE SAMPLE SIZE

The sample size consists of 20 children out of which the most logical and
non biased response are selected thus the sample size is taken out to be 30 children.

77
 DATA ANALYSIS

AND INTERPRETATION

78
 DATA ANALYSIS AND INTERPRETATION

1. Are you aware about Covid 19?

Yes 18
No 2

10%

Yes
No

90%

Interpretation :

90% respondent said that they aware about Covid 19 but 10% said no.

79
2. Do you think that Covid 19 affected of Psycho Social?

Yes 15
No 5

25%

Yes
No

75%

Interpretation :

75% respondent said that Covid 19 affected of Psycho Social but 25% said no.

80
3. Do you think that from Covid 19 children is suffering for their Psycho Social?

Yes 13
No 7

35%

Yes
No

65%

Interpretation :

65% respondent said that from Covid 19 children is suffering for their Psycho

Social but 35% said no.

81
4. Do you think that social distancing is effective tool for children in educational
campuses?

Yes 17
No 3

15%

Yes
No

85%

Interpretation :

85% respondent said that social distancing is effective tool for children in

educational campuses but 15% said no.

82
5. Do you think that distance education is effective tool for children?

Yes 14
No 6

30%

Yes
No

70%

Interpretation :

70% respondent said that distance education is effective tool for children but 30%

said no.

83
6. Do you think that proper way of washing hand is effective tool for children?

Yes 8
No 12

10%

Yes
No

90%

Interpretation :

40% respondent said that proper way of washing hand is effective tool for children

but 60% said no.

84
7. Do you think that distancing with each other in society is effective tool for
children?

Yes 16
No 4

20%

Yes
No

80%

Interpretation :

80% respondent said that distancing with each other in society is effective tool for

children but 20% said no.

85
8. Do you think that Online education is effective tool for children?

Yes 19
No 1

5%

Yes
No

95%

Interpretation :

95% respondent said that Online education is effective tool for children but 5%

said no.

86
9. Do you think that Education is affected from Covid 19?

Yes 17
No 3

15%

Yes
No

85%

Interpretation :

85% respondent said that Education is affected from Covid 19 but 15% said no.

87
10. Do you think that COVID 19 affected on interpersonal Behaviour on
neighbourhood and children?

Yes 13
No 7

35%

Yes
No

65%

Interpretation :

65% respondent said that COVID 19 affected on interpersonal Behaviour on

neighbourhood and children but 35% said no.

88
11. Did you have any financial problem in running your own or family expenses
during the lockdown
Yes 12
No 6
Partially 2

10%

30% Yes
No
Partially
60%

Interpretation :

60% respondent said that they have financial problem in running their own or

family expenses during the lockdown, 30% said no and 10% partially.

89
12. Did you get involve in family activity during Covid -19

Yes 15
No 4
Partially 1

5%

20%

Yes
No
Partially

75%

Interpretation :

75% respondent said that they involve in family activity during Covid -19, 20%

said no and 5% partially.

90
13. During the period of Covid-19 other member of family used to get help in the

event of physical help?

Yes 11
No 4
Sometimes 2
Need was there 3

15%

10%
Yes
No
Sometimes
55% Need was there

20%

Interpretation :

55% respondent said that period of Covid-19 other member of family used to get

help in the event of physical help, 20% said no and 10% sometimes and 15% need

was there.

91
14. Did you face any type of health problem during the lockdown?

Yes 5
No 15

25%

Yes
No

75%

Interpretation :

25% respondent said that they face any type of health problem during the

lockdown, 75% said no.

92
15. How is your relationship with the rest of the family?

Good 9
Normal 7
Bad 3
No knowledge 1

5%
15%

45% Good
Normal
Bad
No knowledge

35%

Interpretation :

45% respondent said that their relationship with the rest of the family is good,

35% Normal, 15% Bad and 5% said No knowledge.

16. Are depended on the family for your own expenses?

Yes 17

93
No 3

15%

Yes
No

85%

Interpretation :

85% respondent said they depended on the family for their own expenses, 15%

said no

94
17. Due to Covid 19 there has been a negative change in your neighbourhood

relations

Yes 9
No 6
Partially 3
No knowledge 2

10%

15%
45% Yes
No
Partially
No knowledge

30%

Interpretation :

45% respondent said due to Covid 19 a negative change in their neighbourhood

relations, 30% no, 15% partially and 10% said no knowledge./

95
18. Are you satisfied with the government work related to rescue and relief from

Covid-19?

Yes 16
No 4

20%

Yes
No

80%

Interpretation :

80% respondent said they satisfied with the government work related to rescue and

relief from Covid-19, 20% no.

96
19. Did Covid-19 feel any problem like forgetting memory rate problem?

Yes 5
No 10
Partially 3
No knowledge 2

10%
25%
15%

Yes
No
Partially
No knowledge

50%

Interpretation :

25% respondent said during Covid-19 they feel problem like forgetting memory

rate, 50% said no, 15% partially, 10% said no knowledge.

97
20. Did you have anxiety or panic due to Covid-19?

Yes 14
No 3
Partially 2
No knowledge 1

5%
10%

15% Yes
No
Partially
No knowledge

70%

Interpretation :

70% respondent said they were with anxiety or panic due to Covid-19, 15% said

no, 10% partially, 5% said no knowledge.

98
FINDINGS

99
 FINDINGS

 90% respondent said that they aware about Covid 19 but 10% said no.

 75% respondent said that Covid 19 affected of Psycho Social but 25% said

no.

 65% respondent said that from Covid 19 children is suffering for their

Psycho Social but 35% said no.

 85% respondent said that social distancing is effective tool for children in

educational campuses but 15% said no.

 70% respondent said that distance education is effective tool for children but

30% said no.

 40% respondent said that proper way of washing hand is effective tool for

children but 60% said no.

 80% respondent said that distancing with each other in society is effective

tool for children but 20% said no.

 95% respondent said that Online education is effective tool for children but

5% said no.

 85% respondent said that Education is affected from Covid 19 but 15% said

no.

 65% respondent said that COVID 19 affected on interpersonal Behaviour on

neighbourhood and children but 35% said no.

100
 60% respondent said that they have financial problem in running their own

or family expenses during the lockdown, 30% said no and 10% partially.

 75% respondent said that they involve in family activity during Covid -19,

20% said no and 5% partially.

 55% respondent said that period of Covid-19 other member of family used

to get help in the event of physical help, 20% said no and 10% sometimes

and 15% need was there.

 25% respondent said that they face any type of health problem during the

lockdown, 75% said no.

 45% respondent said that their relationship with the rest of the family is

good, 35% Normal, 15% Bad and 5% said No knowledge.

 85% respondent said they depended on the family for their own expenses,

15% said no

 45% respondent said due to Covid 19 a negative change in their

neighbourhood relations, 30% no, 15% partially and 10% said no

knowledge./

 80% respondent said they satisfied with the government work related to

rescue and relief from Covid-19, 20% no.

 25% respondent said during Covid-19 they feel problem like forgetting

memory rate, 50% said no, 15% partially, 10% said no knowledge.

101
 70% respondent said they were with anxiety or panic due to Covid-19, 15%

said no, 10% partially, 5% said no knowledge.

102
CONCLUSION

103
 CONCLUSION

Children are extremely disheartened with abrupt stoppage of schooling,

cancellation of scheduled trips, home-confinement and fear of uncertainty

concerning the ongoing pandemic. Although the graph of formal education is

showing downtrend, children will hopefully emerge from this misery with

unmatched leniency, pliability, solicitude and cognizance. In his novel Kafka on

the shore, Haruki Murakami wrote: “When you come out of the storm, you won’t

be the same person who walked in. That’s what this storm’s all about.”

Omni-tolerant mother earth has sustained so many disasters in the past, history

divulges. Mother earth never proved futile in getting healed from those wounds.

Conceivably, history will redo itself once more but will leave lessons for mankind

and its future. Questions rise whether existence of human-race is essential or

merely co-incidental. Humans have exploited earth in every possible way for so

long; turned off its lights, poisoned its air, and unearthed its treasures. Mankind has

to decide what kind of

In terms of knowledge and preventive behaviors toward infectious diseases,

primary, junior, and educational campus in education intervention group showed

higher accuracy and scores than those in the control group. The knowledge and

behavior for preventing infectious diseases of children in the control group should

104
be strengthened through health education toward infectious diseases.

Simultaneously, more focus should be given to children who belong to ethnic

minorities, living in rural areas, and males. Students with high grades and

educational levels scored lower in knowledge and behavior toward infectious

diseases.

Hence, more attention to education of infectious diseases should be paid to

children who receive high grades and educational level. The government, society,

medical institutions, and schools should also collaborate in promoting infectious

disease awareness and behavior of children.

Our study takes children as a research sample, covering all kinds of pupils of

primary, junior, and senior high school children, which is different from the

previous research in the same field. Additionally, this study not only compared the

differences of accuracy rate of infectious diseases knowledge and behavior

between the intervention and control groups, but also compared their infectious

disease knowledge and behavior scores and explored the factors impacting these

scores. Therefore, this research’s content is much richer and has some innovation.

Consequently, our research has some innovations in the study samples and study

contents. At the practical level, this study may provide some guidance for the

design and carrying out of the health education project toward infectious diseases

for the children. At the theoretical level, our study may also provide some
105
reference on design, sample choosing, and methods application for the research

related to effect evaluation of health education toward other important infectious

diseases on children or other people in a certain degree. In addition, this study is

helpful in that it provides reference for the health education of infectious diseases

in other cities and regions of China and in developing countries. Moreover, the

limitations of this study will provide some research ideas and direction for future

studies.

106
RECOMMENDATION AND
SUGGESTION

107
 RECOMMENDATION AND SUGGESTIONS

 Perform hand hygiene frequently, particularly after contact with respiratory

secretions. Hand hygiene includes either cleaning hands with soap and water

or with an alcohol-based hand rub. Alcohol-based hand rubs are preferred if

hands are not visibly soiled; wash hands with soap and water when they are

visibly soiled;

 Cover your nose and mouth with a flexed elbow or paper tissue when

coughing or sneezing and disposing immediately of the tissue and

performing hand hygiene;

 Refrain from touching mouth and nose;

 A medical mask is not required if exhibiting no symptoms, as there is no

evidence that wearing a mask – of any type – protects non-sick persons.

However, in some cultures, masks may be commonly worn. If masks are to

be worn, it is critical to follow best practices on how to wear, remove and

dispose of them and on hand hygiene after removal

108
LIMITATION

109
 LIMITATION

Though, best efforts have been made to make the study fair, transparent and error

free. But there might be some inevitable and inherent limitations. Though outright

measure are undertaken to make the report most accurate.

The limitation of the survey is narrated below:

 The project is valid for Lucknow city only.

 It was not possible to cover each and every respondent due to time

constrains.

 There may be some biased response form the respondents

 Some respondents did not provide the full data.

 Unwillingness on the part of the customers to disclose the information as per

the questionnaire.

 The decisiveness on the part of the customers regarding some question

 Hence, difficulty faced in recording and analyzing the data.

110
REFERENCES

111
 REFERENCES
 Ludvigsson JF. Systematic review of COVID-19 in children shows milder

cases and a better prognosis than adults. Acta Paediatr 2020;109:1088–95

 Dong Y, Mo X, Hu Y, Qi X, Jiang F, Jiang Z, et al. Epidemiology of

COVID-19 Among Children in China. Pediatrics 2020. [Epub ahead of

print]

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ANNEXURE

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 Questionnaire

Profile of Respondents
Name ________________________________

Address (Locality) _________________________________

Contact number ______________________________

Category General/SC/OBC/Any other specify_____________________

Religion Hindu/Muslim/Others______________________________

Educational Qualification Secondary/Graduation/Post Graduation/Others__________

Location Status Rural/Urban/Semi urban

Age:
• 6 – 14 ( )
• 14-18 ( )
1. Are you aware about Covid 19?
Yes
No
2. Do you think that Covid 19 affected of Psycho Social?
Yes
No
3. Do you think that from Covid 19 children is suffering for their Psycho Social?
Yes
No
4. Do you think that social distancing is effective tool for children in educational
campuses?
Yes
No
5. Do you think that distance education is effective tool for children?
Yes
No

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6. Do you think that proper way of washing hand is effective tool for children?
Yes
No
7. Do you think that distancing with each other in society is effective tool for
children?
Yes
No
8. Do you think that Online education is effective tool for children?
Yes
No
9. Do you think that Education is affected from Covid 19?
Yes
No
10. Do you think that COVID 19 affected on interpersonal Behaviour on
neighbourhood and children?
Yes
No
11. Did you have any financial problem in running your own or family expenses
during the lockdown
Yes
No
Partially
12. Did you get involve in family activity during Covid -19
Yes
No
Partially

115
13. During the period of Covid-19 other member of family used to get help in the
event of physical help?
Yes
No
Sometimes
Need was there
14. Did you face any type of health problem during the lockdown?
Yes
No
15. How is your relationship with the rest of the family?
Good
Normal
Bad
No knowledge
16. Are depended on the family for your own expenses?
Yes
No
17. Due to Covid 19 there has been a negative change in your neighbourhood
relations
Yes
No
Partially
No knowledge
18. Are you satisfied with the government work related to rescue and relief from
Covid-19?
Yes
No

116
19. Did Covid-19 feel any problem like forgetting memory rate problem?
Yes
No
Partially
No knowledge
20. Did you have anxiety or panic due to Covid-19?
Yes
No
Partially
No knowledge

117