792
Views
0
CrossRef citations to date
0
Altmetric
Research Article

“The most important thing is to communicate with students”: experiences and voices of Canadian youth during the COVID-19 pandemic

ORCID Icon, , , , & ORCID Icon
Article: 2239327 | Received 27 Apr 2023, Accepted 17 Jul 2023, Published online: 01 Aug 2023

References

  • Branquinho, C., Kelly, C., Arevalo, L. C., Santos, A., & Gaspar de Matos, M. (2020). “Hey, we also have something to say”: A qualitative study of Portuguese adolescents’ and young people’s experiences under COVID-19. Journal of Community Psychology, 48(8), 2740–99. https://doi.org/10.1002/jcop.22453
  • Cameron-Blake, E., Breton, C., Sim, P., Tatlow, H., Hale, T., Wood, A., Smith, J., Sawatsky, J., Parsons, Z., & Tyson, K. (2021). Variation in the Canadian provincial and territorial responses to COVID-19. Blavatnik School of Government Working Paper Series, 39.
  • Clemens, V., Deschamps, P., Fegert, J. M., Anagnostopoulos, D., Bailey, S., Doyle, M., Eliez, S., Hansen, A. S., Hebebrand, J., Hillegers, M., Jacobs, B., Karwautz, A., Kiss, E., Kotsis, K., Kumperscak, H. G., Pejovic-Milovancevic, M., Christensen, A. M. R., Raynaud, J.-P., Westerinen, H., & Visnapuu-Bernadt, P. (2020). Potential effects of “social” distancing measures and school lockdown on child and adolescent mental health. European Child & Adolescent Psychiatry, 29(6), 739–742. https://doi.org/10.1007/s00787-020-01549-w
  • Conner, J. O., Ober, C. N., & Brown, A. S. (2016). The politics of paternalism: Adult and youth perspectives on youth voice in public policy. Teachers College Record, 118(8), 1–48.
  • Dovey-Pearce, G., Rapley, T., & McDonagh, J. E. (2020). Delivering developmentally appropriate health care: Roles for psychologists as members of the multi-disciplinary health care team. Clinical Child Psychology and Psychiatry, 25(3), 579–593. https://doi.org/10.1177/1359104520907147
  • Elharake, J. A., Akbar, F., Malik, A. A., Gilliam, W., & Omer, S. B. (2022). Mental health impact of COVID-19 among children and college students: A systematic review. Child Psychiatry & Human Development, 54(3), 913–925. https://doi.org/10.1007/s10578-021-01297-1
  • Flynn, N., Murray, C., Forkan, C., & Kealy, C. (2022). Coping with the ‘new (ab) normal’in school: An EMA study of youth coping with the return to in-person education during the COVID-19 pandemic. Irish Educational Studies, 1–19.
  • Fox, S. E., Levitt, P., & Nelson, C. A., III. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development, 81(1), 28–40. https://doi.org/10.1111/j.1467-8624.2009.01380.x
  • Gazmararian, J., Weingart, R., Campbell, K., Cronin, T., & Ashta, J. (2021). Impact of COVID-19 pandemic on the mental health of students from 2 semi-rural high schools in Georgia. The Journal of School Health, 91(5), 356–369. https://doi.org/10.1111/josh.13007
  • Guessoum, S. B., Lachal, J., Radjack, R., Carretier, E., Minassian, S., Benoit, L., & Moro, M. R. (2020). Adolescent psychiatric disorders during the COVID-19 pandemic and lockdown. Psychiatry Research, 291, 113264. https://doi.org/10.1016/j.psychres.2020.113264
  • Guhn, M., Emerson, S. D., Mahdaviani, D., & Gadermann, A. M. (2020). Associations of birth factors and socio-economic status with indicators of early emotional development and mental health in childhood: A population-based linkage study. Child Psychiatry & Human Development, 51(1), 80–93. https://doi.org/10.1007/s10578-019-00912-6
  • Heffernan, O. S., Herzog, T. M., Schiralli, J. E., Hawke, L. D., Chaim, G., & Henderson, J. L. (2017). Implementation of a youth-adult partnership model in youth mental health systems research: challenges and successes. Health Expectations: An International Journal of Public Participation in Health Care & Health Policy, 20(6), 1183–1188. https://doi.org/10.1111/hex.12554
  • Henderson, J. L., Chiodo, D., Varatharasan, N., Andari, S., Luce, J., & Wolfe, J. (2023). Youth wellness hubs ontario: Development and initial implementation of integrated youth services in Ontario, Canada. Early Intervention in Psychiatry, 17(1), 107–114. https://doi.org/10.1111/eip.13315
  • Hertz, M. F., Kilmer, G., Verlenden, J., Liddon, N., Rasberry, C. N., Barrios, L. C., & Ethier, K. A. (2022). Adolescent mental health, connectedness, and mode of school instruction during COVID-19. Journal of Adolescent Health, 70(1), 57–63.
  • Högberg, B., Lindgren, J., Johansson, K., Strandh, M., & Petersen, S. (2021). Consequences of school grading systems on adolescent health: evidence from a swedish school reform. Journal of Education Policy, 36(1), 84–106. https://doi.org/10.1080/02680939.2019.1686540
  • Jacquez, F., Vaughn, L. M., & Wagner, E. (2013). Youth as partners, participants or passive recipients: A review of children and adolescents in community-based participatory research (CBPR). American Journal of Community Psychology, 51, 176–189.
  • Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
  • Levpušček, M. P. (2006). Adolescent individuation in relation to parents and friends: Age and gender differences. European Journal of Developmental Psychology, 3(3), 238–264. https://doi.org/10.1080/17405620500463864
  • Literat, I. (2021). “Teachers Act Like We’re Robots”: TikTok as a Window into Youth Experiences of Online Learning During COVID-19. AERA Open, 7. https://doi.org/10.1177/2332858421995537
  • Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., Linney, C., McManus, M. N., Borwick, C., & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218–1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009
  • Luthar, S. S., Pao, L. S., & Kumar, N. L. (2021). COVID-19 and resilience in schools: Implications for practice and policy. Social Policy Report, 34(3), 1–65. https://doi.org/10.1002/sop2.16
  • McElhaney, K. B., Allen, J. P., Stephenson, J. C., & Hare, A. L. (2009). Attachment and autonomy during adolescence. In Handbook of adolescent psychology. John Wiley & Sons, Ltd. https://doi.org/10.1002/9780470479193.adlpsy001012
  • McGorry, P. D., & Mei, C. (2018). Early intervention in youth mental health: Progress and future directions. BMJ Ment Health, 21(4), 182–184. https://doi.org/10.1136/ebmental-2018-300060
  • Panchal, U., Salazar de Pablo, G., Franco, M., Moreno, C., Parellada, M., Arango, C., & Fusar-Poli, P. (2021). The impact of COVID-19 lockdown on child and adolescent mental health: Systematic review. European Child & Adolescent Psychiatry, 32(7), 1151–1177. https://doi.org/10.1007/s00787-021-01856-w
  • Patra, S., Patro, B. K., & Acharya, S. P. (2020). COVID-19 lockdown and school closure: Boon or bane for child mental health, results of a telephonic parent survey. Asian Journal of Psychiatry, 54, 102395.
  • Patte, K. A., Wade, T. J., MacNeil, A. J., Bélanger, R. E., Duncan, M. J., Riazi, N., & Leatherdale, S. T. (2022). Support for mask use as a COVID-19 public health measure among a large sample of Canadian secondary school students. BMC Public Health, 22(1), 1598. https://doi.org/10.1186/s12889-022-14011-0
  • Pearcey, S., Burgess, L., Shum, A., Sajid, E., Sargent, M., Klampe, M. L., Lawrence, P. J., & Waite, P. (2023). How the COVID-19 pandemic affected young people’s mental health and wellbeing in the UK: A qualitative study. Journal of Adolescent Research, 07435584231151902. https://doi.org/10.1177/07435584231151902
  • People for Education. (2021). Challenges and innovations: 2020-21 Annual Report on Ontario Schools. People for Education.
  • Perry-Hazan, L. (2016). Children's participation in national policymaking:“You're so adorable, adorable, adorable! I'm speechless; so much fun!”. Children & Youth Services Review, 67, 105–113.
  • Public Health Ontario. (2020). Rapid review: Negative impacts of community-based public health measures during a pandemic (e.g., COVID-19) on children and families. Queen’s Printer for Ontario.
  • QSR International. (2018). Nvivo Qualitative Data Analysis Software [Software]. Available from https://qsrinternational.com/nvivo/nvivo-products/
  • Ravens-Sieberer, U., Kaman, A., Erhart, M., Devine, J., Schlack, R., & Otto, C. (2022). Impact of the COVID-19 pandemic on quality of life and mental health in children and adolescents in Germany. European Child & Adolescent Psychiatry, 31(6), 879–889.
  • Romeo, R. D. (2017). The impact of stress on the structure of the adolescent brain: Lmplications for adolescent mental health. Brain Research, 1654, 185–191. https://doi.org/10.1016/j.brainres.2016.03.021
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Samji, H., Wu, J., Ladak, A., Vossen, C., Stewart, E., Dove, N., Long, D., & Snell, G. (2022). Mental health impacts of the COVID‐19 pandemic on children and youth–a systematic review. Child and Adolescent Mental Health, 27(2), 173–189. https://doi.org/10.1111/camh.12501
  • Scheve, J. A., Perkins, D. F., & Mincemoyer, C. (2006). Collaborative teams for youth engagement. Journal of Community Practice, 14(1–2), 219–234. https://doi.org/10.1300/J125v14n01_13
  • Shapka, J. D., Domene, J. F., Khan, S., & Yang, L. M. (2016). Online versus in-person interviews with adolescents: An exploration of data equivalence. Computers in Human Behavior, 58, 361–367. https://doi.org/10.1016/j.chb.2016.01.016
  • Sharma, V., Ortiz, M. R., & Sharma, N. (2020). Risk and protective factors for adolescent and young adult mental health within the context of COVID-19: A perspective from Nepal. Journal of Adolescent Health, 67(1), 135–137. https://doi.org/10.1016/j.jadohealth.2020.04.006
  • Sifat, R. I., Ruponty, M. M., Shuvo, M. K. R., Chowdhury, M., & Suha, S. M. (2022). Impact of COVID-19 pandemic on the mental health of school-going adolescents: Insights from Dhaka city, Bangladesh. Heliyon, 8(4), e09223. https://doi.org/10.1016/j.heliyon.2022.e09223
  • Silk, J. S., Scott, L. N., Hutchinson, E. A., Lu, C., Sequeira, S. L., McKone, K. M. P., Do, Q. B., & Ladouceur, C. D. (2022). Storm clouds and silver linings: Day-to-day life in COVID-19 lockdown and emotional health in adolescent girls. Journal of Pediatric Psychology, 47(1), 37–48. https://doi.org/10.1093/jpepsy/jsab107
  • Steinberg, L., & Silverberg, S. B. (1986). The vicissitudes of autonomy in early adolescence. Child Development, 57(4), 841–851. https://doi.org/10.2307/1130361
  • Tamminen, K., & Poucher, Z. (2020). Research philosophies. In D. Hackfort & R. Schinke (Eds.), The routledge international encyclopedia of sport and exercise psychology: Volume 1: Theoretical and methodological concepts (pp. 535–549). Routledge.
  • Thompson Burdine, J., Thorne, S., & Sandhu, G. (2021). Interpretive description: A flexible qualitative methodology for medical education research. Medical Education, 55(3), 336–343. https://doi.org/10.1111/medu.14380
  • Thorne, S. (2016). Interpretive Description. Routledge. https://doi.org/10.4324/9781315545196
  • Tsujimoto, K. C., Cost, K. T., LaForge MacKenzie, K., Anagnostou, E., Birken, C. S., Charach, A., Monga, S., Kelly, E., Nicolson, R., Georgiadis, S., Lee, N., Osokin, K., Arnold, P., Schachar, R., Burton, C., Crosbie, J., & Korczak, D. J. (2022). School and learning contexts during the COVID-19 pandemic: Implications for child and youth mental health. Current Psychology, 1–17.
  • UN Commission on Human Rights. (1989). Convention on the Rights of the Child. Treaty Series, 1577, 3.
  • UNESCO. (2022, June). Education: From School Closure to Recovery. https://www.unesco.org/en/covid-19/education-response
  • UNICEF Canada, Children’s Healthcare Canada, Pediatric Chairs of Canada, & CIHR Institute of Human Development, Child and Youth Health. (2021). Inspiring Healthy Futures: A Vision for Canada’s Children, Youth and Families. https://www.inspiringhealthyfutures.ca/
  • UNICEF Innocenti Research Centre. (2021). Life in lockdown: Child and adolescent mental health and well-being in the time of COVID-19. United Nations. https://doi.org/10.18356/9789210010757
  • Vaillancourt, T., Szatmari, P., Georgiades, K., & Krygsman, A. (2021). The impact of COVID-19 on the mental health of Canadian children and youth. Facets, 6(1), 1628–1648.
  • Valente, R., & Crescenzi-Lanna, L. (2022). Feeling unsafe as a source of psychological distress in early adolescence. Social Science & Medicine, 293, 114643. https://doi.org/10.1016/j.socscimed.2021.114643
  • Wong, J. (2020, November 18). Rising COVID-19 Cases Spark Talk of Widespread School Closures, Extending Holiday Break | CBC News. CBC. https://www.cbc.ca/news/canada/determining-potential-schools-closure-1.5804809
  • Wong, J. (2021, August 31). What School Will Look Like This Fall as Canada Struggles to Bring COVID-19 Under Control | CBC News. CBC. https://www.cbc.ca/news/canada/back-to-school-canada-2021-comparison-1.6155723
  • Yogalingam, U. (2021, November 29). Conversations on pandemic recovery must include our youth. HealthyDebate. https://healthydebate.ca/2021/11/topic/conversations-pandemic-youth/