NEW ARTS COMMERCE AND

SCIENCE COLLEGE A.NAGAR

In partial fulfillment for the award of degree

Of
SYBCS(COMPUTER SCIENCE)
DIV:-B ROLL NO-48
2021-2022
Submitted by
Tarte Tejas Kisan

DR.Gangarde sir(HOD) DR.BH.ZAWARE(PRINCIPAL)

(NEW ARTS COMMERCE AND (NEW ARTS COMMERCE AND
SCIENCE COLLEGE) SCIENCE COLLEGE)

1
NAME:-TARTE TEJAS KISAN

STD:-SYBCS(COMPUTER
SCIENCE) DIV:-B

ROLL NO:-48

TOPIC: - SOCIAL SURVEY ON

IMPACT OF COVID-19 ON
STUDENT COMMUNITY

Date:21-01-2022

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 *******INDEX******
SR.NO TOPICS PAGE NO)
1) Abstract 4
2) Introduction 5
3) Discussion 6-8
4) Literature review 9-12
5) Methodology 13-18
6) Result 19
7) References 20-24
8) Conclusion 25
9) Recommendation 26-27
10) Bibliography 28-29

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 ****1. ABSTRACT****

The outbreak of covid-19 affected the lives of all sections of

society as people were asked to self quarantine in their homes to
prevent the spread of the virus .
The lockdown had serious implications on mental health
,resulting in psychological problems including frustration ,stress
and desperation.In order to explore the impact of this pandemic
on the lifecycle of students,we conducted a survey of 1182
individuals of total age groups from various educational institute
maharashtra. The article identified the following as the impact
of covid-19 on students of different age groups:time spends on
online classes and self study,medium used for learning,sleeping
habits,daily workout routine and subsequent effects on
weight,social life ,mental health ,moreover our research found
that the order
To deal with stress and anxiety,participants adopted different
coping mechanisms and also sought help from their near ones.
Further the result examines the students' engagements on
social media platforms among different stages of categories .
KEYWORDS: childrens and youth: covid-19;impact; online
education;mental health; students .

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 ****2.INTRODUCTION****

The disruptive effect of covid-19 outbreak have impacted almost

all sectors of our society.higher education is no
exceptions.Anecdotal evidence paints a bleak picture for both
students and universities drop by 15% in the fall of 2020,while at
the same time any institution may have to confront demand for
large tuition cut if classes remain virtual. In similar vein
,students face an increasingly uncertain environment ,where
financial and health shocks (for ex: lack of resources to complete
their studies and fear of becoming seriously sick), along with
transition to online learning may have affected their academic
performance ,educational plans, current labor market
participation, and exception about future employment.
For this purpose we surveyed about 1500
undergraduate students at SPPU university, one of the largest
universities in India. In late april 2021, the survey was explicit
designed to not only collect students outcomes and exceptions
after the onset of the pandemic,but also recover counterfactual
outcomes in the absence of the outbreak, specially ,the survey
ask to students about their current experience and what those
experiences would have been had it not been for the pandemic
,because we collect information conditional on both states of the
world (with the covid-19 pandemic,and without) from each
student. We can directly analyze how each student believes
covid-19 has impacted their current and future outcomes.

5
 ********DISCUSSION******
As of July 2020, 98.6% of learners worldwide were affected
by the pandemic, representing 1.725 billion children and
youth, from pre-primary to higher education, in 200
countries Therefore, making learning possible and available
from homeschooling has been the need of the hour.

Pedagogy available and used for face-to-face learning is

not feasible for online learning. Though a range of
pedagogy has been devised for online and distance
learning, teachers who are technologically backward
require proper professional development and training in
order to orient themselves towards their students

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Authentic assessments and timely feedback are essential
components of learning. A very crucial part of online
distance learning is the availability of helpful formative
assessments and timely feedback to the online learners .
This is found to be challenging for the educators and the
education system. It is more challenging in the Bhutanese
context due to larger class strength, lack of online teaching
infrastructure and professional development, and
non-participative nature of the students.

Maslow before Bloom is a common phrase used in

education circles. This must be the mission for online
learning for the continuation of education during the
present pandemic. The phrase is typically used to ensure
that our students are safe and have their basic needs met
before online learning commences. Domestic violence and
child abuse are on the rise as the perpetrators are many a
time at home or in the neighbourhood, which is a mental
distraction and threat to the learners . With students now
experiencing homeschooling during this COVID-19
pandemic, the conducive environment at home for all
standards and socio-economic conditions is not uniform.
Studies should be carried out to support the hardest hit
economically disadvantaged groups. In Bhutan, there are

7
reports of students dropping out or opting to discontinue
schooling. This has occurred due to the long break
enforced by the school closure during the COVID-19
pandemic. Although no studies are carried out to evaluate
the direct impact of the pandemic on dropout rate, a
research in this area would bring out the factual details.

There are varieties of online infrastructure that have been

prepared by many educational firms and made free for
learning during this pandemic. The affordability and
accessibility to these online infrastructures for all the
learners of varied economic backgrounds are still a
challenge.

Students with special needs having learning difficulties,

such as hearing impairment, visual impairment and
mobility disabilities, require additional training with
support and guidance. Many caregivers and parents at
home are not able to cater to such needs, hindering the
learning of this group of learners. Therefore, there is a
need for investing time and resources to explore and
research the best alternatives for the special educational
needs (SEN) of these learners.

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 As all students’ assignments and examinations are carried
out from home, it is challenging for educators to find the
authenticity of the work and the actual learning taking
place. Moreover, many parents guide and support their
children during their learning process, and the extent and
degree of support varies greatly. Grading of students is
another area of study as no proper criteria are developed
and effectively used.

*********LITERATURE REVIEW*********
Lockdown and social distancing measures due to the COVID-19
pandemic have led to closures of schools, training institutes
and higher education facilities in most countries. There is a
paradigm shift in the way educators deliver quality
education—through various online platforms. The online

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learning, distance and continuing education have become a
panacea for this unprecedented global pandemic, despite the
challenges posed to both educators and the learners.
Transitioning from traditional face-to-face learning to online
learning can be an entirely different experience for the
learners and the educators, which they must adapt to with
little or no other alternatives available. The education system
and the educators have adopted “Education in Emergency”
through various online platforms and are compelled to adopt a
system that they are not prepared for.

E-learning tools have played a crucial role during this

pandemic, helping schools and universities facilitate student
learning during the closure of universities and schools. While
adapting to the new changes, staff and student readiness needs
to be gauged and supported accordingly. The learners with a
fixed mindset find it difficult to adapt and adjust, whereas the
learners with a growth mindset quickly adapt to a new
learning environment. There is no one-size-fits-all pedagogy
for online learning. There are a variety of subjects with varying
needs. Different subjects and age groups require different
approaches to online learning . Online learning also allows
physically challenged students with more freedom to
participate in learning in the virtual environment, requiring
limited movement .

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As schools have been closed to cope with the global pandemic,
students, parents and educators around the globe have felt the
unexpected ripple effect of the COVID-19 pandemic. While
governments, frontline workers and health officials are doing
their best slowing down the outbreak, education systems are
trying to continue imparting quality education for all during
these difficult times. Many students at home/living space have
undergone psychological and emotional distress and have
been unable to engage productively. The best practices for
online homeschooling are yet to be explored

The use of suitable and relevant pedagogy for online education

may depend on the expertise and exposure to information and
communications technology (ICT) for both educators and the
learners. Some of the online platforms used so far include
unified communication and collaboration platforms such as
Microsoft Teams, Google Classroom, Canvas and Blackboard,
which allow the teachers to create educational courses,
training and skill development programmes . They include
options of workplace chat, video meeting and file storage that
keep classes organized and easy to work. They usually support
the sharing of a variety of content like Word, PDF, Excel file,
audio, videos and many more. These also allow the tracking of
student learning and assessment by using quizzes and the
rubric-based assessment of submitted assignments.

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 The flipped classroom is a simple strategy for providing
learning resources such as articles, pre-recorded videos and
YouTube links before the class. The online classroom time is
then used to deepen understanding through discussion with
faculty and peers . This is a very effective way of encouraging
skills such as problem-solving, critical thinking and
self-directed learning. Virtual classroom platforms like
videoconferencing (Google Hangouts Meet, Zoom, Slack,
Cisco, WebEx) and customizable cloud-based learning
management platforms such as Elias, Moodle, BigBlueButton
and Skype are increasingly being used.

*******Challenges in Teaching and Learning*********

With the availability of a sea of platforms and online

educational tools, the users—both educators and
learners—face frequent hiccups while using it or referring to
these tools. Some of the challenges identified and highlighted
by many researchers are summarized as follows:

Broadly identified challenges with e-learning are accessibility,

affordability, flexibility, learning pedagogy, life-long learning
and educational policy . Many countries have substantial
issues with a reliable Internet connection and access to digital
devices. While, in many developing countries, the
economically backward children are learning.

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unable to afford online learning devices, the online education
poses a risk of exposure to increased screen time for the
learner. Therefore, it has become essential for students to
engage in offline activities and self-exploratory learning. Lack
of parental guidance, especially for young learners, is another
challenge, as both parents are working. There are practical
issues around physical workspaces conducive to different ways
of learning.The innately motivated learners are relatively
unaffected in their learning as they need minimum
supervision and guidance, while the vulnerable group
consisting of students who are weak in learning face
difficulties. Some academically competent learners from
economically disadvantaged backgrounds are unable to access
and afford online learning.

The level of academic performance of the students is likely to

drop for the classes held for both year-end examination and
internal examination due to reduced contact hours for
learners and lack of consultation with teachers when facing
difficulties in learning/understanding .

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 *****Methodology******

First we review all registered clinical trials on covid 19.The world

health organization international trials registries were searched
for covid 19 trials through April 19th ,2020. For each record
,independent researchers extracted interventions,participants
and methodological characteristics.
1)self reported data were collected from random samples of
university students in different colleges.
2)The online survey could only be accessed after consent was
submitted by participants who had read the consent and
submitted information attached to students.
3)The positive impact of covid 19 pandemic on the social and
educational lives throughout the curfew period.
4) The negative impact scale in section guesses the extent to
which students perceived the negative impact of covid 19
pandemic on their social and educational lives .
5) Since the pandemic began,the university's decision making
has been guided by information by federal ,and students public
health.

11) The university's goals include providing to students in

personal classes,and a residential experience supported by
a series of safety protocols that seek to minimize incidents
of covid 19 among the students and their mental health.
12) The universities again express their sincere gratitude to
the students and their education and implement protocol to
protect the student community.

13) Report data on impact of covid 19 on students

Total on campus tests Total no of positive cases
5,050 364

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total positive students=304 Total positive
employees=64
14) According to centers for diseases control and prevention
more than 20,000 students received at least one dose of
covid 19 vaccine
15) To our knowledge this is the first paper to shed light on
the effects of covid 19 on college students as well as school
students.
16) The treatment effects that we find are large in economic
terms.
Whether students are overcasting in their response to the
covid 19 shock is not clear. We do find the previous
cumulative GPA is a strong predictor of expected semester
GPA without covid 19 , suggesting the students reported
expectations are meaningful.

However, we know individuals generally tend to be

overweight in recent experiences. Whether student’s
subjective effects are correct in some ex-post sense is beside
the point. As long as students are reporting their subjective
beliefs without any systematic baise ,it is the perceived
treatment effect .
As this most disrupted of college and school years draws to
a close, it is time to take stock of the impact of the pandemic
on student learning and well-being. Although the 2020–21
academic year ended on a high note—with rising
vaccination rates, outdoor in-person graduations, and
access to at least some in-person learning for 98 percent of
students—it was as a whole perhaps one of the most
challenging for educators and students in our nation’s
history.Our analysis shows that the impact of the pandemic
on K–12 student learning was significant, leaving students
on average five months behind in mathematics and four
months behind in reading by the end of the school year. The
pandemic widened preexisting opportunity and

15
achievement gaps, hitting historically disadvantaged
students hardest. In math, students in majority Black
schools ended the year with six months of unfinished
learning, students in low-income schools with seven. High
schoolers have become more likely to drop out of school,
and high school seniors, especially those from low-income
families, are less likely to go on to postsecondary education.
And the crisis had an impact on not just academics but also
the broader health and well-being of students, with more
than 35 percent of parents very or extremely concerned
about their children’s mental health.The fallout from the
pandemic threatens to depress this generation’s prospects
and constrict their opportunities far into adulthood. The
ripple effects may undermine their chances of attending
college and ultimately finding a fulfilling job that enables
them to support a family. Our analysis suggests that, unless
steps are taken to address unfinished learning, today’s
students may earn $49,000 to $61,000 less over their
lifetime owing to the impact of the pandemic on their
schooling. The impact on the US economy could amount to
$128 billion to $188 billion every year as this cohort enters
the workforce .Federal funds are in place to help states and
districts respond, though funding is only part of the answer.
The deep-rooted challenges in our school systems predate
the pandemic and have resisted many reform efforts. States
and districts have a critical role to play in marshaling that
funding into sustainable programs that improve student
outcomes. They can ensure rigorous implementation of
evidence-based initiatives, while also piloting and tracking
the impact of innovative new approaches. Although it is too
early to fully assess the effectiveness of post pandemic
solutions to unfinished learning, the scope of action is
already clear. The immediate imperative is to not only
reopen schools and recover unfinished learning but also
reimagine education systems for the long term. Across all of

16
these priorities it will be critical to take a holistic approach,
listening to students and parents and designing programs
that meet academic and nonacademic needs alik

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*****Flow chart on Critical analysis of impact of covid 19 on
students as well as global economy

Highlights
COVID-19 presents an unprecedented challenge to all facets of
human endeavor

A critical review of the negative and positive impacts of the

pandemic is presented.

The danger of relying on pandemic-driven benefits to achieving

SDGs is highlighted.

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 The pandemic and its interplay with circular economy (CE)
approaches is examined.

Sector-specific CE recommendations in a resilient

post-COVID-19 world are outlined.

In March 2020, the World Health Organization (WHO)

declared COVID-19 a pandemic, caused by the novel
SARS-CoV-2 virus. Following the call from the WHO to
immediately assess available data to learn what care
approaches are most effective and evaluate the effects of
therapies, this collection aims to report on original
peer-reviewed research articles in methodological
approaches to medical research related to COVID-19.

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**************RESULTS***********

1)There is such a big impact of the pandemic on the student’s

community that they faced such major problems.
2)According to me when I survey on topic of impact of covid 19
on students community i observed that there are so many
problems was faced by students like online teaching ,illness due
to covid 19 and i think students are feared very badly to covid
.they were upset because of covid 19 and result of this situation
students was in deep trouble about their education because of
covid 19.
3)I think this social survey gives me A lot of information about
students and their mental and social health.
4)According to a survey it seems that seventy-three out of 78
optometry educators(93.58) have switched to e-learning mode in
a very short time span with good confidence . Most
teaching,learning and assessment activities are carried out using
multi device supporting video conferencing tools,dedicated
educational portals and social media apps.
5)Because of covid 19 pandemic is providing a constructive
disruptor,giving an opportunity for restructuring the present
conventional,classroom based educational system.
6)The quick transition to online mode assisted in keeping
continuity in optometry education programs ,effectively fitting
in with the purpose of completion of the current academic year.
7) The rapid transition to online education has not only
benefited optometry
Students but also has created a momentum of continued
education for practicing optometrist in the country.

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 ********REFERENCES**********

This study brings together how the Indian educational system

has responded to COVID-19 disruptions using findings of the
2020 survey, in light of findings of the 2018 survey, combined
with authors’ experiences and observations in acade

COVID-19 pandemic is proving to be a creative disruption with

tough challenges for all educational systems.At the same time, there
is a strong opportunity for us to adopt newer techniques that are
more suitable for the present generation of learners.Lockdown is
continued in several states in India. While some other states are
starting up with the gradual and prioritized restoration of their
activities. With norms of social distancing in place and the guidelines
issued by UGC, the academia is likely to continue with an e-learning
platform at least for a few more months. Findings from this survey
suggest that the long-awaited restructuring of the educational system
as suggested in the model curriculum of optometry by the Ministry of
Health and Family Welfare, India has commenced. Our 2018 survey
showed that the optometry education system was a conventional
classroom based system with most teaching and assessment
conducted in face to face mode. The Indian teachers and students are
habitual to everyday meetings and carrying out teaching-learning
activities in a class. Findings of the 2020 survey suggest that more
than 90% optometry institutions and educators in India have quickly
adapted to E-learning mode. The trend in pedagogy for theoretical
content has shifted from monotonous didactic lectures to interactive
online lectures using video conferencing tools (e.g. Google meet,
Microsoft teams, Zoom, etc.); reading and writing assignments are
getting done using various teaching learning apps such as Google

21
classroom; class-presentations are switched to uploading
pre-recorded presentations on social media platforms. Teachers are
using features such as random questioning, use of chatbox, opinion
polls, student lead summarization of the session and more
techniques to keep the learner active and engaged during live
streamed online sessions. The clinical skills teaching is now not
focused only on the Skills but evidence based practice, critical
thinking and skills are also covered using case discussions. The
educators are using a wide variety of online tools and apps to keep
going with their teaching. Students have also become active learners
by contributing to the inputs in the e-learning environment. The rapid
transition looks successful in the prima facie. Work from home
culture appears to have settled in the optometry educational system
prompting ‘teach from home’ and ‘learn from home’ strategies. We
asked educators about the facilitating and challenging factors of
online education. Qualitative thematic analysis of these open ended
questions in the 2020 survey identified the following facilitating
factors, contributing toward the seamless transition of optometry
education.

Teacher related factors:

Millennial teachers for the iGeneration of learners- with tech-savvy

generations in academia, it is comparatively easy to adapt to the
e-learning environment.The finding that 70% of teachers are below
35 years of age, confirms the contribution of the major ground
force for online content development in the success of the quick
transformation. However, further subgroup analysis showed that
senior faculties were also at par with millennial teachers in
adoption with e-learning systems. All the faculties reported high
confidence in the use of technology for educational purposes.
However, they also reported limited awareness of all technology
solutions and their salient features which can be used for various
educational activities. And therefore, they must be formally trained

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for efficient usage of various tools and online pedagogy via faculty
development programs

Technology at hand: There are challenges in having appropriate

high-tech gadgets, computers, or laptops with every student, and
even faculty.More often these electronic gadgets with students are
shared between the siblings. With the ongoing digital revolution in
India, smart phones equipped with a 4G internet connection have
reached even in the remotest part of the country. At the same time,
the development and availability of a wide variety of tools at our
figure tips are assuring the feasibility of getting into online mode.
Educators enlisted usage of platforms such as Google classroom,
Google meet, MS teams, YouTube, Zoom meetings and many more,
which are multi-gadget compatible. A wise choice of multi-screen
supported teaching platforms and strategic use of synchronous and
asynchronous teaching techniques done by educators
accommodated a spectrum of devices, operating systems and
internet infrastructure benefiting the students, leading to a successful
transition of teaching activities to e-learning mode.

Student related factors:

Tech-savvy iGeneration students: The present generation of learners

has grown up with technology. Greater use of online learning
activities facilitate greater engagement of the learner. Ability to learn
and revise at one's own pace, being independent of place and time
leads to better educational prospects.27 The forced transition to
online mode is in-fact a sure GO for iGeneration learners. The
students are more concerned about their education and completion
of training on time.18 In this situation of uncertainty, the students are
welcoming every single act which will ensure continuity of their
academic activities. They are actively involved in, not merely

23
attending the online sessions but are also actively searching and
bringing the relevant online content to the session.

Safe learning environment: Students are allowed to ask their doubts

using social or personal messaging apps that get addressed without
disclosing their identity during the online class. This type of
multi-channel communication between the students and teachers is
helping to achieve better outcomes.27

Ease and comfort of attending online sessions from home without

physically traveling anywhere save a lot of time and energy. Further,
students can choose and attend many online sessions other than
regular online classes, either live or in deferred time, organized by
various national and regional associations in optometry. They get to
hear and interact with many faculties, the practitioners of national
and international repute, which excites them to learn more.

Institutional and external environment-related factors

Institutional infrastructure: The use of technology, blended learning

and E-learning has been on the rise for about a decade. These are
promising techniques to foster self-learning attitudes in health
professional students. An increasing number of institutions are
encouraging the use of technology in day to day teaching as students
find it enjoyable. Purposeful and effective use of blended learning is
absolutely necessary for managing student-centric learning systems.
Majority of the respondents (89.74%) reported service in optometry
institutions running either under a hospital setup or as a department
in a university. The infrastructure and administration of hospitals and
universities are essentially different, and therefore the priorities,
procedures and techniques of academic activities are different. For
instance, university educators reported use of E-learning platforms

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developed by their own university along with other applications, while
educators belonging to hospital infrastructure relied mainly upon
applications from the public domain. The IT support from the
institution is also identified as a major factor contributing to the quick
and smooth transition to online learning. However, all educators
reported high confidence and satisfaction in using online teaching
tools, irrespective of the type of institution they belong to.

Contribution from external stakeholders: Social media in India saw a

sudden surge of inputs from nationwide optometry/optical
associations and industries in the form of webinars, live streaming of
panel discussions, which stimulated not only practitioners and
faculties but also students to attend more and more webinars and
other online educational activities. Strong numbers of live attendees
and even more number of subsequent followers ranging from 200 to
4100 unknowingly resulted in positive competitive spirit among
academicians, practitioners and subject experts, to conduct good
quality sessions. This created a positive momentum of transition
from a traditional educational system to a competency-based
e-learning system. Many institutions equipped with better
infrastructure are contributing to the development of educational
modules covering various specialties of optometry practice. Students
and practitioners across India are enthusiastically participating in
these online sessions, developing a culture of continued education.

Positive attitude in the community at large about COVID 19 pandemic-

a timely decision of lockdown and sincere efforts by all individuals in
all sections of the community are leading to control on the spread of
the virus. The situation in India is seen as much better as compared
to many developed countries in terms of the spread of COVID-19, a
lesser number of cases per thousand population, lesser percentage
of patients requiring critical care, higher recovery rate and lesser
morbidity rate. This has brought a general sense of confidence which
is helping in overcoming the challenges.A positive and hopeful

25
environment definitely has contributed directly or indirectly toward
the success of this transformation. This is evident by the fact that our
2020 survey recorded more inputs to advantages and facilities factors
and listed out very few challenges faced during the transition

26
 ****** conclusion******

The COVID-19 pandemic and its disruptions have created an

opportunity for the restructuring of the optometry educational
system. The quick transitions to online mode assisted in keeping
continuity of optometry education programs, effectively fitting in with
the purpose of completion of the current academic year. The journey
from the tea steeping model of education to a competency-based
learning program has commenced. Online teaching, use of internet
technology in optometry education are set to become a new normal.
The transition can be quick and smooth if educators and technical
staff show an adaptive and collaborative attitude. It is, however, very
early to conclude the successful narrative of transition as the
judgment of students’ performance and quality of passing out
professionals is yet to be realized. Further studies may be directed to
test student's performance and satisfaction on switching to the
e-learning educational system.The COVID-19 pandemic and its
disruptions have created an opportunity for the restructuring of the
optometry educational system. The quick transitions to online mode
assisted in keeping continuity of optometry education programs,
effectively fitting in with the purpose of completion of the current
academic year. The journey from the tea steeping model of education
to a competency-based learning program has commenced. Online
teaching, use of internet technology in optometry education are set to
become a new normal. The transition can be quick and smooth if
educators and technical staff show an adaptive and collaborative
attitude. It is, however, very early to conclude the successful narrative
of transition as the judgment of students’ performance and quality of

27
 passing out professionals is yet to be realized. Further studies may
be directed to test student's performance and satisfaction on
switching to the e-learning educational system.

Recommendation**

Outside the classroom, learning losses may translate into even greater
long-term challenges. It has long been known that decreases in test
scores are associated with future declines in. Conversely, increases in
student achievement lead to significant increases in future income, as
do additional years of schooling, which are associated with an 8-9
percent gain in lifetime earnings. In the absence of any intervention, the
learning losses arising from the COVID-19 pandemic are likely to have a
long-term compounding negative effect on many children’s future
well-being. These learning losses could translate into less access to
higher education, lower labor market participation, and lower future
earnings.

To mitigate these challenges while also building a more resilient system

that can withstand future crises, we make three goals : implementing
learning recovery programs, protecting education budgets, and
preparing for future shocks.

Most immediately, governments must ensure that students who have

fallen behind receive the support that they need to catch up to expected
learning targets. The first step must be to carry out just-in-time
assessments to identify these students and their support needs.
Research has shown that 12-week programs of tutoring can help
students make the kind of progress that would be expected from three
to five months of normal schooling. In middle school students who
received three hours of online tutoring a week via a computer, tablet, or

28
smartphone saw a 4.7 percent boost in their performance in math,
English.

Given the significant financial strain that economies have been under
during the pandemic, some countries may face government budget cuts
that could jeopardize the gains that have been made in recent years in
terms of access to education and improved learning outcomes. To
ensure a resilient recovery, it is essential that the education budget be
protected and that the schools that need financing the most are
supported. To help the most vulnerable students, governments should
prioritize by directing much of the funding and resources to support
schools delivering remote instruction, particularly if those schools are
serving high poverty and minority populations. To encourage students
to remain in school, incentives such as scholarships may need to be
implemented. Yet learning recovery programs will not be feasible
without substantial financial support. In the presence of budget cuts,
affluent families will be able to continue to fund educational boosts like
tutoring; however, lower-income families will not as easily be able to fill
this gap. For example, the United Kingdom announced a £1 billion pupil
catch-up fund that contained a portion set aside for tutoring and the
National Tutoring Programme with a £76 million budget. Clearly,
significant budget allocations and further actions will be needed to
return to previous levels of community.

THANK YOU

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 *****BIBLIOGRAPHY*****

Background: The COVID-19 pandemic is the biggest worldwide health

challenge in this century. Research concerning the role of children in the
spread of SARSCoV-2, and investigating the clinical effects of infection
in children, has been vital. This paper describes the publication trend for
pertinent scientific literature relating to COVID-19 in children during the
first 6 months of the pandemic. A comprehensive search of preprint and
published literature was conducted daily across four databases
(PubMed, Scopus, Ovid-Embase and MedRXiv) between 1 January 2020
and 30 June 2020. Titles and abstracts were screened against predefined
inclusion and exclusion criteria. Findings Over the study period, a total
of 45 453 papers were retrieved, of which 476 met our inclusion criteria.
The cumulative number of children described in included publications
totalled (at most) 41 396. The median number of children per paper was
6 (IQR 1–33). Nearly one-third of papers (30.2%) reported on a single
child, and a further 28.3% reported on between 1 and 9 children. Half of
all the publications originated from Asia. Interpretation Our prospective
bibliographic analysis of pediatric COVID-19 publications demonstrated
a steady increase in the number of papers over time. Understanding and
policy evolved with new information that was gathered over the course
of the study period. However, over half of publications were individual
case reports or small case series, which may have had a limited
contribution to advancement of knowledge. During a pandemic,
literature should be interpreted with great caution, and clinical/policy
decisions should be continually reviewed in light of emerging evidence.

What is already known?

There was an urgent need for rapid dissemination of evidence during
the early phases of the COVID-19 pandemic. However, the quality and

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timing of availability of evidence has not previously been described.
What does this study add?
This report describes the dynamic changes in global volume of
literature relating to COVID-19 in children and young people
published over the first 6 months of the pandemic. Two-thirds of all
papers published described just nine patients
Between 1 January 2020 and 30 June 2020, a total of 45 453 papers
were retrieved by the search, of which 476 satisfied our inclusion
criteria (figure 1 and online supplemental file 1). The median number
of search hits per week was 906 and peaked at 5178 during the week
commencing 18 May. The median number of papers meeting criteria
for inclusion per week was 18 . The number of search hits remained
stable at around 4000 per week until the end of the study period,
whereas the number of included papers declined as time went on,
falling to 15 during the last week of June. Table 1 summarizes the
distribution of papers included by study size (number of children
included), continent and category. The cumulative number of children
described in all publications totalled 41 396; however, there is likely to
be substantial overlap of patients across publications. The median
number of children per paper was 6 (IQR 1–33). Nearly one-third of
papers (30.2%) reported on a single child only, and a further 28.3%
reported on between one and nine children (ie, 58% of studies
included nine or fewer children). Figure 2 shows the number of
children reported on, in included studies, over time. The largest
category of publications was classified under the theme ‘clinical
features’, with a total of 190 (39.9%) publications, followed by 131
(27.5%) for ‘neonates’. The number of publications by continent
varied widely with half of the publications from Asia (50.0%) and just
under a third from Europe (29.6%). One hundred and eighty-one
publications (38.0%)

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