Assessment of the Impact of COVID-19 Pandemic on The Education and Psychosocial Wellbeing of School-Going Children in Bududa District, Uganda
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
Research Square
Abstract
The coronavirus disease – 2019 (COVID-19) pandemic has caused devastating effects
across all sectors. The closure of schools negatively affected school going children globally. The present
study sought to assess the effect of the ongoing COVID-19 pandemic and measures put in place to curb
its spread on the psychosocial wellbeing of school going children in Bududa District, in Uganda.
Methods: This was a cross-sectional study in which randomly enrolled school-going children from three
conveniently selected sub-counties, Bukalasi, Bushiyi, and Bushika, in Bududa District, Uganda. Pretested
standardised semi-structured questionnaires were used to collect data on the impact of COVID-19
pandemic on education and psychosocial status of the participants.
Results: A total of 210 participants were studied. Of this, 122 (53.3%) were male, 203 (96.7%) lived in rural
settings, and 155 (73.8%) were staying with both parents. The median age of the participants was 12
(interquartile range: 9 -15) years. One hundred ninety one (90.9%) participants were in primary school.
Overall, 154 (73.3%) were worried about not going back to school during the lock down, however, 109
(51.9%) were able to return to school after the easing of the lockdown. Eighty-five (40.5%) participants
received reading material at home during lockdown with 64 (30.5%) of the participants accessing
teachings through radio. Of the 210 participants, 174 (82.9%) felt worried about the future, 172 (81.9%)
felt like they were going to die during lockdown, 141 (67.1%) felt lonely at times, and 129 (61.4%) felt sad
or low sometimes during the COVID-19 pandemic. A quarter (54) of 210 participants faced abuse of
which 42 (77.8%) faced physical abuse from parents. Of 31 participants who sought help, 19 (61.3%)
went to their parents with none getting help from non-governmental organisations. Fifty (23.8%)
participants were engaged in work; 33 (66%) were paid, 4 (8%) were forced to work, and 22 (44%) faced
physical challenges at their jobs.
Conclusion: There was a substantial impact of the COVID-19 pandemic on the education and
psychosocial wellbeing of school-going children in Bududa District. A comprehensive child psychological
support service should be scaled up to provide support to school going children in vulnerable
communities.
Description
Keywords
COVID-19 pandemic, Psychosocial, Education, School going Children
Citation
Batte, C., Semulimi, A. W., Mutebi, R. K., Mukisa, J., Olum, R., & Bongomin, F. (2021). Assessment of the Impact of COVID-19 Pandemic on The Education and Psychosocial Wellbeing of School-Going Children in Bududa District, Uganda. https://doi.org/10.21203/rs.3.rs-620499/v1