Impact of the coronavirus (COVID-19) pandemic on young people and schools, including analysis of face coverings and remote learning, and breakdowns by age and sex where possible. Indicators from the Schools Infection Survey.

The share of in-class content covered by remote learning materials at schools in the United Kingdom increased significantly between December 2020 and January 2021, rising from ** percent to ** percent in Primary schools, and from ** percent to ** percent at Secondary schools. This increase was due to schools generally closing their doors to regular attendance in early 2021, as the Coronavirus pandemic situation worsened in the UK.

Estimates from the Schools Infection Survey of pupils testing positive for SARS-CoV-2 antibodies. Including breakdowns by age, sex and region where possible.

IntroductionPsychological wellbeing in university students is receiving increased focus. However, to date, few longitudinal studies in this population have been conducted. As such, in 2019, we established the Student Wellbeing At Northern England Universities (SWANS) cohort at the University of York, United Kingdom aiming to measure student mental health and wellbeing every six months. Furthermore, the study period included the COVID-19 pandemic, giving an opportunity to track student wellbeing over time, including over the pandemic.MethodsEligible participants were invited to participate via email. Data were collected, using Qualtrics, from September 2019 to April 2021, across five waves (W1 to W5). In total, n = 4,622 students participated in at least one wave of the survey. Data collection included sociodemographic, educational, personality measures, and mental health and wellbeing. Latent profile analyses were performed, exploring trajectories of student wellbeing over the study period for those who had completed at least three of the five waves of the survey (n = 765), as measured by the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS).ResultsFive latent profile trajectories of student wellbeing were identified. Of these, the two latent classes with initially higher wellbeing scores had broadly stable wellbeing across time (total n = 505, 66%). Two classes had lower initial scores, which lowered further across time (total n = 227, 30%). Additionally, a fifth class of students was identified who improved substantially over the study period, from a mean WEMWBS of 30.4 at W1, to 49.4 at W5 (n = 33, 4%). Risk factors for having less favourable wellbeing trajectories generally included identifying as LGBT+, self-declaring a disability, or previously being diagnosed with a mental health condition.ConclusionOur findings suggest a mixed picture of the effect of the COVID-19 pandemic on student wellbeing, with a majority showing broadly consistent levels of wellbeing across time, a smaller but still substantial group showing a worsening of wellbeing, and a small group that showed a very marked improvement in wellbeing. Those from groups traditionally underrepresented in higher education were most at risk of poorer wellbeing. This raises questions as to whether future support for wellbeing should target specific student subpopulations.

Cox models of days to first Covid-19 webpage.

Initial estimates of staff and pupils testing positive for the coronavirus (COVID-19) across a sample of schools within selected local authority areas in England.

These replication files include data and Stata estimation code for: “Variation in the timing of Covid-19 communication across universities in the UK” by Alejandro Quiroz Flores, Farhana Liza, Husam Quteineh, Barbara Czarnecka.

This file contains weekly attendance data at local authority level for state-funded education settings for each Thursday excluding half term and Easter dates. The data is shown for each local authority and is further split by the following school phases:state-funded secondary schoolsstate-funded primary schoolsstate-funded special schoolsall state-funded schools.Data is in this file has not been scaled to account for non-response so it is not nationally representative.

This file contains daily attendance data for state-funded education settings for dates excluding half term and Easter dates. Data is in this file has been scaled to account for non-response so it is nationally representative.Further details on the column headings can be found in the “Table 1b variable additions and removal log” ancillary file.

Models of first Covid-19 tweet and emulation of first Covid-19 tweet.

This file contains daily attendance data for state-funded education settings for dates excluding half term and Easter dates. Half term includes 19th October - 23rd October 2020, 2nd November 2020, and 15 February - 19 February 2021. Easter dates include 29 March 2021 - 19 April 2021.Data is in this file has been scaled to account for non-response so it is nationally representative.Further details on the column headings can be found in the “Table 1b variable additions and removal log” ancillary file.

Context

During COVID-19, different countries have put containment measures that include lockdowns and restrictive movement. Oxford University has done a research and created a numerical index which statistically measures the intensity of a restrictive measure.

Content

This is a time-series data of different countries representing measure of stringency on each day for the period of Jan-April 2020.

Acknowledgements

This dataset is a part of Oxford University research.

Inspiration

This data was used in the understanding of effect of countermeasures against the spread of COVID-19.

Understanding Society (the UK Household Longitudinal Study), which began in 2009, is conducted by the Institute for Social and Economic Research (ISER) at the University of Essex, and the survey research organisations Verian Group (formerly Kantar Public) and NatCen. It builds on and incorporates, the British Household Panel Survey (BHPS), which began in 1991.

The Understanding Society COVID-19 Study is a regular survey of households in the UK. The aim of the study is to enable research on the socio-economic and health consequences of the COVID-19 pandemic, in the short and long term. The surveys started in April 2020 and took place monthly until July 2020. From September 2020 they take place every other month. They complement the annual interviews in the Understanding Society study.

This dataset contains school code variables for the Understanding Society COVID-19 study (https://beta.ukdataservice.ac.uk/datacatalogue/studies/study?id=8644">SN 8644).

A file is provided for the fifth web wave of the Understanding Society COVID-19 study, the only one that school information has currently been gathered for. For each child it contains: state school code, country of state school, private school name and private school town variables for both mother and father responses. A child personal identification serial number (pidp_c) is also provided for matching to the main data in SN 8644.

In addition, this dataset contains a file of school code variables that can be matched to a dataset released with the main Understanding Society COVID-19 study containing data taken from waves 10 and 11 of the main Understanding Society survey specifically for the respondents in the Understanding Society COVID-19 study. Child school codes are only available for Wave 11 as they are only collected in odd-numbered waves. For each child it contains the state school code and country of state school variables as well as a personal identification serial number (pidp) and a household identification serial number for wave 11 (jk_hidp). Further details on the files in this dataset can be found in the Understanding Society COVID-19 User Guide.

Additional information can be found on the https://www.understandingsociety.ac.uk/topic/covid-19">Understanding Society COVID-19 website, including https://www.understandingsociety.ac.uk/documentation/covid-19">Data documentation. A list of https://www.understandingsociety.ac.uk/research/publications/subject/Covid%2019">Understanding Society COVID-19 Research Outputs (regularly updated) is also available.

New edition information
For the second edition (January 2021), both previously deposited files have been revised to include a significant number of additional school codes resulting from manual coding. For further details please refer to the UKHLS COVID-19: Data Changes document, included in the main COVID-19 study (SN 8644).