Primary Care and Interventions Unit, Public Health England, Gloucester, UK.
Children's & Adolescent Services, Evelina London Children's Hospital, London, UK.
BMJ Paediatr Open. 2021 Mar 4;5(1):e000926. doi: 10.1136/bmjpo-2020-000926. eCollection 2021.
In June 2020, as COVID-19 lockdown measures were eased in the UK, this scoping exercise aimed to rapidly identify topics to cover within a children's online storybook 'My Back to School Bubble', designed to support the return to school.
An email invitation was sent to 71 known contacts within networks across Public Health England, local authorities, health protection teams and contacts within the Department for Education. Following online publication of 'My Back to School Bubble', users were asked to provide informal feedback via an online survey to ask about their impressions of the story.
Findings from the 31 responses highlighted that children are likely to hold differing feelings regarding COVID-19, depending on their own temperament and lockdown experiences, including changes in relationships with family and friends. Following the launch of 'My Back to School Bubble' e-storybook, 21 users provided feedback via survey. Fourteen respondents (67%) indicated that the storybook was a useful tool for providing support to children, and twelve (57%) reported that the resource helped children understand their own feelings.
Clear, accurate information about the new school environment should be provided in the context of COVID-19. It is especially important to support children with special educational needs and disabilities, including those with autism. Encouraging children to take ownership of their health and hygiene behaviours, such as handwashing, will help to normalise this and prevent the spread of infection. Lessons learnt from the development of 'My Back to School Bubble' online storybook suggest the clarity of imagery could be improved to better support children with autism. Future work should focus on longitudinal and qualitative research. This should include the long-term effects of the pandemic on children's development and education, effects on mental health and resilience, peer socialisation, and ability to cope with life-changing events.
2020 年 6 月，随着英国 COVID-19 封锁措施的放松，本范围界定研究旨在快速确定在儿童在线故事书“我的返校泡泡”中涵盖的主题，该故事书旨在支持返校。
通过电子邮件向英格兰公共卫生、地方当局、卫生保护小组和教育部门的网络中的 71 名已知联系人发送了邀请。在“我的返校泡泡”在线出版后，要求用户通过在线调查提供非正式反馈，以了解他们对故事的印象。
31 份回复的调查结果表明，根据孩子的气质和封锁经历，他们对 COVID-19 的感受可能不同，包括与家人和朋友关系的变化。在推出“我的返校泡泡”电子故事书后，有 21 位用户通过调查提供了反馈。14 位受访者（67%）表示故事书是为孩子提供支持的有用工具，12 位（57%）报告说该资源帮助孩子理解自己的感受。
应在 COVID-19 背景下提供有关新学校环境的清晰、准确的信息。特别重要的是要支持有特殊教育需求和残疾的儿童，包括自闭症儿童。鼓励孩子对自己的健康和卫生行为（如洗手）负责，这有助于使这些行为正常化，并防止感染的传播。从“我的返校泡泡”在线故事书的开发中汲取的经验表明，可以提高图像的清晰度，以更好地支持自闭症儿童。未来的工作应集中于纵向和定性研究。这应包括大流行对儿童发展和教育的长期影响、对心理健康和适应力的影响、同伴社交化以及应对生活变化事件的能力。
