Population Health Sciences, Bristol Medical School, University of Bristol, Bristol BS8 2PS, UK.
Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE3 4ES, UK.
Int J Environ Res Public Health. 2022 Jun 10;19(12):7163. doi: 10.3390/ijerph19127163.
The COVID-19 'lockdown' and multiple school closures disrupted the daily lives and routines of the entire UK population. However, adolescents were likely particularly impacted by such measures due to this time being key for social and educational development. This qualitative study explored young people's experiences of lockdowns and school closures. Fifteen secondary schools within south-west England were initially contacted and three schools participated in recruitment efforts. From December 2020 to March 2021, 25 students aged 14-15 participated in a combination of individual interviews ( = 5) and focus groups ( = 3). Findings revealed diverse experiences of the pandemic and highlighted the complexity of experiences according to individual student contexts. Three main themes were identified: (1) Learning environments; (2) Connection to peers; (3) Transition, adaptation and coping. These findings highlight the value young people place on face-to-face social contact with close friends, and the sense of structure provided by school, with implications for future home-based learning. Further in-depth qualitative research is needed to continue to understand the varied experiences during the course of the pandemic, particularly longer-term impacts on mental health and learning.
由于新冠疫情封锁和多所学校关闭，打乱了全英国民众的日常生活和作息规律。然而，青少年可能受到的影响尤为严重，因为这段时间对他们的社交和教育发展至关重要。本定性研究探讨了年轻人在封锁和学校关闭期间的经历。最初联系了英格兰西南部的 15 所中学，其中 3 所参与了招生工作。2020 年 12 月至 2021 年 3 月，25 名 14-15 岁的学生参加了个人访谈（=5）和焦点小组（=3）的组合。研究结果揭示了不同的疫情经历，并根据学生的个人背景强调了经历的复杂性。确定了三个主要主题：（1）学习环境；（2）与同龄人联系；（3）过渡、适应和应对。这些研究结果突显了年轻人对与亲密朋友进行面对面社交接触的重视，以及学校提供的结构感，这对未来的家庭学习具有启示意义。需要进一步进行深入的定性研究，以继续了解疫情期间的各种经历，特别是对心理健康和学习的长期影响。
