Multiple Impacts on Adolescent Well-Being During COVID-19 School Closures: Insights From Professionals for Future Policy Using a Conceptual Framework.

Abstract

Purpose: This study explores the impacts of school closures during the COVID-19 pandemic on the domains of adolescent well-being from the UN H6+ framework, reported by health and educational professionals worldwide.

Methods: Semistructured individual online interviews were conducted in six languages during the second wave of the COVID-19 pandemic (March-December 2021) with health and education professionals who volunteered for follow-up after participating in an anonymous online survey. The UN H6+ 5-domain conceptual framework of adolescent well-being was used as a framework for the directed content analysis of the combined interview dataset.

Results: A total of 60 interviews-translated into English-were analyzed from 38 education and 22 health professionals in 28 countries/territories. Participant reports showed impacts on all five adolescent well-being domains, but mainly domain 1 (good health and nutrition), domain 3 (safety and a supportive environment) and domain 4 (learning, competence, education, skills, and employability). Reflections of 2-connectedness and 5-agency were also present. Their reports included mainly negative impacts, but also some positive insights to take forward.

Discussion: Policymakers must recognize impacts of school closures during the pandemic on multiple domains of adolescent well-being and the potential for widening inequalities. Schools play a critical mitigating role that goes beyond education. The call to action for the adolescent health community is to recognize and address ongoing potential long-term impacts on well-being and inequalities in their everyday practice. It is also important to advocate locally, nationally, and globally for careful consideration of the consequences of school closures in future health crises.