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1 – 1 of 1Stéphanie Maltais, Isabelle Bourgeois, Aissata Boubacar Moumouni, Sanni Yaya, Mohamed Lamine Doumbouya, Gaston Béavogui, Marie Christelle Mabeu and Roland Pongou
This study aims to determine the pedagogical and socio-emotional impacts of school closures caused by the COVID-19 pandemic in Guinea.
Abstract
Purpose
This study aims to determine the pedagogical and socio-emotional impacts of school closures caused by the COVID-19 pandemic in Guinea.
Design/methodology/approach
A descriptive, survey-based methodology was used to collect quantitative and qualitative data directly from parents and caregivers. Between February 24 and March 13, 2022, data was gathered from a study population comprising 2,955 adults residing in five communes and five prefectures of Guinea.
Findings
Half of all respondents stated that school closures had no particular impact on children in their household, and 42% stated that no intentional pedagogical activities took place during school closures. Approximately 15% of respondents stated that children experienced boredom, loneliness, sadness, depression, stress and anxiety during the school closures.
Originality/value
The study underscores the significance of school closure readiness and interactive learning while revealing limited emotional impact on children. The findings, while specific to Guinea, provide a foundational understanding, highlighting the complexity of pandemic effects on education and the need for adaptive strategies in vulnerable regions.
Details