Document Type : Letter to Editor

Authors

• Ebrahim Rahbar Karbasdehi ¹
• Fatemeh Rahbar Karbasdehi ²

¹ M.A of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran.

² Ph.D. Student of Psychology, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

Abstract

Emergency school closures are often used as public health interventions during outbreaks of infectious diseases to minimize the spread of infections. However, the education of more than 80% of children worldwide is affected by the coronavirus. School closures during epidemics are a major concern for children and adolescents. The closure of schools due to the coronavirus was accompanied by a significant reduction in the number of admissions to hospitals and pediatric emergency departments. However, a number of children and adolescents have lost access to school-based health care services, special services for children with special needs, and nutrition programs. A greater risk of widening educational disparities due to lack of support and resources for distance learning were also reported among low socio-economic families and children with special needs. School closures have also led to increased anxiety, stress, sadness, frustration, indiscipline, and hyperactivity in adolescents. There is also a need to identify and support children and adolescents at risk for learning disabilities and mental health during school closures. For these students to be able to use the services of schools, they must be provided with face-to-face training conditions in accordance with health protocols.

Keywords

• Schools
• Coronavirus
• Child
• Adolescent