Adults need to advocate for research that prioritizes childrens’ participation. (Shutterstock)

The COVID-19 pandemic will continue to affect the lives of children even after transmission of the virus is contained. And yet, not much is known about the long-term mental health effects of large-scale disease outbreaks, and experiences such as prolonged school closures and strict social distancing measures on children and youth.

Child-engaged research can play a critical role in recovery efforts for children and their communities in the aftermath of the COVID-19 pandemic.

When decision-makers rely on research that does not include the perspectives and experiences of children, it further disenfranchises children and youth — especially those already marginalized by systemic inequalities.

Adults need to advocate for research that prioritizes childrens’ participation in order to challenge adult misconceptions about them, address the significance of social systems in their lives and aid in their recovery post-pandemic.

Read the full article written by 91ÑÇÉ« Faculty of Education Associate Professor Chloë Brushwood Rose on .

The post The Conversation Canada - Why children must be involved in research in the aftermath of COVID-19 appeared first on Faculty of Education.

Associate Professors Sue Winton and Chloë Brushwood Rose have co-edited a special issue of the Journal of Teaching and Learning. The issue titled "Emerging Research on the Impacts of COVID-19 for Children, Youth, and Education features a number of Faculty of Education researchers.

Brushwood Rose and Winton say this Special Issue arose from and responds to the pandemic in more ways than one. With the declaration by the World Health Organization in early 2020 that the outbreak of COVID-19, a new coronavirus disease, was a Public Health Emergency of International Concern and a global pandemic, children, parents, teachers, and researchers—indeed almost everyone—experienced a profound disruption to their work and social lives. The rapid spread of COVID-19 brought school closures, calls to shelter in place, economic slowdowns, and fears of sickness and death.

They explain, "many of us found ourselves reinventing how we worked and connected with others, and those who continued to go to frontline jobs felt the profound stress of literally putting their lives on the line. In many ways, this Special Issue emerges out of and tries to make sense of these changes to the everyday lives of children, educators, and educational researchers who must reimagine what it means to go to school, to learn, to teach, and to study these experiences." 

Access the Journal .

The post Education profs co-edit special issue of the Journal of Teaching and Learning appeared first on Faculty of Education.