Dijital çağda çocukların internet ve teknolojiye erişimi, bu erişimin niteliği ve dijital becerilerin gelişimi; eğitim, toplumsal katılım ve refah başta olmak üzere birçok alanda belirleyici bir etkiye sahiptir. Özellikle COVID-19 pandemisiyle birlikte uzaktan eğitim uygulamalarının yaygınlaşması, dijital teknolojilerin eğitime erişim ve fırsat eşitliği açısından taşıdığı önemi daha da artmıştır. Bu çalışma, on yedi yaş ve altı çocukların dijital erişim ve beceri durumlarını güncel literatür ve uluslararası raporlar temelinde incelemekte olup, ülkeler arasındaki farklılıkları karşılaştırmalı bir çerçevede ele almaktadır. Avrupa ülkeleri başta olmak üzere, farklı gelir gruplarını ve dijital gelişmişlik düzeylerini temsil eden ülkeler çalışmaya dâhil edilerek dijital eşitsizliklerin yapısı karşılaştırmalı olarak değerlendirilmiştir. Veriler, karşılaştırılabilirlik ve uyum ilkeleri dikkate alınarak OECD, UNICEF, ITU ve EUROSTAT tarafından 2020–2023 yılları arasında yayımlanan kaynaklardan elde edilmiştir. Elde edilen bulgular altyapı, gelir, coğrafya ve sosyoekonomik koşullardaki farklılıklar nedeniyle çocukların dijital fırsatlara erişiminde önemli eşitsizlikler bulunduğunu göstermektedir. Bu eşitsizliklerin yalnızca ülkeler arasında değil, ülkelerin kendi içindeki sosyoekonomik gruplar arasında da belirgin olduğu görülmektedir. Bu durum, dijital alandaki fırsat eşitsizliğinin azaltılmasında sosyal politikaların önemini ve çocukların nitelikli ve sürdürülebilir dijital erişim hakkının sosyal adalet ilkesi çerçevesinde güvence altına alınması gerektiğini ortaya koymaktadır
No entitlement is more fundamental to children than the right to survive and flourish across all dimensions of life. Promoting child well-being requires not only safeguarding against risks but also enabling children to achieve their full developmental potential. However, research linking social protection to child protection and care outcomes remains limited, and guidance on designing programs to strengthen family unity and ensure quality care is underdeveloped. This study contributes new evidence from Indonesia, where the scale and institutional maturity of conditional cash transfer programs provide a unique opportunity to assess their effectiveness. Using the 2022 National Socioeconomic Survey (Susenas) and applying an inverse-probability-weighted regression adjustment (IPWRA) approach, the analysis yields robust causal estimates of the impacts of Program Keluarga Harapan (PKH), Indonesia’s flagship conditional cash transfer program. The results confirm significant improvements in child well-being, while heterogeneous effects reveal variation across socio-demographic and institutional contexts.
Firdaus Finuliyah, Moh. Khusaini, Ferry Prasetyia et al.
Previous studies on civic education and nationalism have predominantly focused on secondary or tertiary levels, leaving a critical gap regarding how Pancasila and Civic Education (PPKn) shapes nationalism attitudes among elementary school students and its connections to child well-being aligned with Sustainable Development Goals (SDGs). This study investigates the role of PPKn instruction in cultivating nationalism attitudes among elementary school students in Kendari, Southeast Sulawesi, Indonesia, and explores implications for child well-being and SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). A quantitative survey design was employed, involving 312 Grade V and VI students, 24 PPKn teachers, and 9 school principals across three public and private elementary schools selected through stratified random sampling. Data were collected using validated Nationalism Attitude Scales (Cronbach's α = .87) and PPKn Learning Quality Inventory (α = .83), then analysed via multiple regression and structural equation modelling (SEM). Results reveal that PPKn instructional quality significantly predicts nationalism attitudes (β = .61, p < .001), with participatory methods and contextual content as strongest mediators. Extracurricular integration amplified this effect. However, digital literacy gaps and inconsistent pedagogical competencies among teachers moderated outcomes. These findings suggest that strengthening PPKn through innovative, inclusive pedagogy contributes not only to nationalism formation but also to broader child well-being and democratic citizenship, advancing Indonesia’s SDG commitments.
Abstract This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well-being across 3 weeks during the COVID-19 pandemic in Germany. Day-to-day associations among autonomy-supportive parenting, parental need fulfillment, and child well-being were also assessed. Parents (longitudinal N = 469; Mage = 42.93, SDage = 6.40) of school children (6–19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy-supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well-being partially predicted change in adjustment measures highlighting the central role of daily parenting for children’s adjustment during the pandemic.
Andreas B. Neubauer, Andrea Schmidt, Andrea C. Kramer et al.
The COVID-19 pandemic presented a significant challenge to the wellbeing of parents, children, and families. The present study aimed to understand the strategies families used to cope with the COVID-19 pandemic and their effects on family and individual functioning. In April and May 2020, and then one month later, 277 parents from 174 families who had previously participated in a trial of a family preventive intervention were invited to participate in an online survey regarding the COVID-19 pandemic. Parents were asked to share the strategies they were using to cope that they found most effective, and responses were coded into 4 groups of coping strategies: Family Cohesion, Adaptability, Child-Focused, and Healthy Habits. At both months of data collection, parents completed measures regarding parent and child mental health and well-being, couple and coparenting relationship quality, parenting quality, and family cohesion. Strategies that fell under Family Cohesion, Child-Focused, and Healthy Habits did not predict any of the outcomes. Adaptability was associated with increases in couple relationship quality and child internalizing and externalizing behaviors from Month 1 to Month 2. The results suggest that the strategies parents use to help their families cope with COVID may have differing effects on parents and children.
Lindsey R. Gedaly, Joseph A. Cifelli, Mark Ethan Feinberg et al.
Child rights' promotion and protection remain paramount and an integral component of democracy in any nation.As such, traditional mass media-the press, radio and television-continue to be an extremely important source of information for many people regarding child protection issues, providing news and analyses about events around the globe.Thus, informed, sensitive and professional mass media play a critical role in shaping public opinion on and propagation of child rights and well-being.This article analyses the role of the Zimbabwean mass media-public and private-on issues of child protection in the country.It further observes that the media are sometimes found wanting with regards to children's issues by failing to report responsibly and sensitively.It also encourages media professionals to re-examine and improve the way children's issues are covered in print and broadcast media.
This article examines the benefits and challenges of engaging children in environmental citizen science, defined as science conducted by nonspecialists under the direction of professional scientists, to promote social good. Citizen science addresses two central elements of the social good model—environmental justice and inclusion with particular attention to diversity in age, gender, race/ethnicity, and social class in addressing environmental injustice that is more prevalent in underrepresented communities. This article evaluates how participation in citizen science projects focused on the environment (eco-citizen science) benefits the child’s development, contributes to science, and leads to commitment to environmental stewardship and justice as adults. Our work offers a novel contribution to the discourse on social good and social justice through explicitly calling for children to be included in environmental citizen science projects. We examine the benefits and challenges of involving children in scientific projects and discuss implications for policy, practice, and future research.
Existing research on opioid misuse and child outcomes is scattered across subfields and nascent compared to scholarship regarding consequences for adults. This scoping review synthesizes studies examining postnatal consequences of parent opioid misuse for children. Findings from 52 studies showed a descriptive connection between parental opioid misuse and a range of adverse child outcomes including accidental poisonings, psychopathology, and child welfare system contact. It was unclear if connections between opioid misuse and child outcomes were due to opioids specifically or to related risk factors. Studies comparing opioids to other substances were inconclusive and few studies measured potential parenting mechanisms that may explain the association between opioid misuse and child outcomes.
Elizabeth Day, Laura Tach, Lindsay N. Fuzzell et al.
Building dynamic partnerships between communities and academic institutions, via knowledge exchange, plays a vital role in generating research with mutual benefits for research partners and wider communities. Knowledge exchange between universities and schools has recently received particular interest in child and adolescent mental health research. This article outlines a knowledge exchange programme that involved children, primarily, and teachers and parents/carers in dialogues around school well-being. Using a series of co-created and multimodal creative activities, we: (1) worked closely with 25 students of an inclusive and multicultural primary school (aged 9 to 10 years old) to understand their school well-being experiences, and to co-create a school blog to communicate key messages with local communities; and (2) initiated a discussion around child and school well-being with a group of parents/carers and teachers through expanding on the children’s blog. In this article, we outline our methodology to facilitate children’s involvement with the project well-being activities. We explore key methodological strengths and challenges, and highlight lessons we learned and how these stress the significance of seeking young people’s points of view when designing school well-being initiatives.
Myrofora Kakoulidou, Heba Al-Jayoosi, Maria A. Kambouri et al.
OBJECTIVE: To describe the prevalence of factors related to well-being among primary school children in a deprived multiethnic community in the UK. DESIGN AND PARTICIPANTS: Cross-sectional survey of 15 641 children aged 7-10 years in Born in Bradford's Primary School Years study: whole-classroom samples in 89 Bradford primary schools between 2016 and 2019. MAIN OUTCOME MEASURES: Prevalence estimates by ethnicity (%, 95% CI) of single and multiple vulnerabilities in child well-being within and across four domains (Home, Family, Relationships; Material Resources; Friends and School; Subjective Well-being). RESULTS: Only 10% of children had no vulnerabilities in any domain of well-being; 10% had one or more vulnerabilities in all four domains. The highest prevalence estimates were for being bullied some or all of the time (52.7%, 95% CI: 51.9% to 53.4%), keeping worries to oneself (31.2%, 95% CI: 30.5% to 31.9%), having no park near home (30.8%, 95% CI: 30.1% to 31.5%) and worrying all the time about how much money their family has (26.3%, 95% CI: 25.6% to 27%). Boys were consistently significantly more likely than girls to report all of the vulnerabilities in the Home, Family and Family Relationships domain, and the majority of indicators in the other domains, and in all domains except Friends and School, boys were significantly more likely to have at least one vulnerability. Girls were significantly more likely to report not having many friends (16.7%, 95% CI: 15.9% to 17.6% vs 12.5%, 95% CI: 11.8% to 13.2%), being bullied some or all of the time (55.8%, 95% CI: 54.7% to 56.9% vs 49.7%, 95% CI: 48.6% to 50.8%) and feeling left out all the time (12.1%, 95% CI: 11.4% to 12.8%) versus (10.3%, 95% CI: 9.7% to 11.0%). Variations in vulnerabilities by ethnicity were complex, with children in black, Asian and minority ethnic groups sometimes reporting more vulnerabilities and sometimes fewer than white British children. For example, compared with children of Pakistani heritage, white British children were more likely to say that their family never gets along well (6.3%, 95% CI: 5.6% to 7.1% vs 4.1%, 95% CI: 3.6% to 4.6%) and to have no access to the internet at home (22.3%, 95% CI: 21% to 23.6% vs 18%, 95% CI: 17% to 18.9%). Children with Pakistani heritage were more likely than white British children to say they had no park near their home where they can play with friends (32.7%, 95% CI: 31.6% to 33.9% vs 29.9%, 95% CI: 28.6% to 31.3%), to report not having three meals a day (17.9%, 95% CI: 16.9% to 18.8% vs 11.9%, 95% CI: 10.9% to 12.9%) and to worry all the time about how much money their families have (29.3%, 95% CI: 28.2% to 30.3%) vs (21.6%, 95% CI: 20.4% to 22.9%). Gypsy/Irish Traveller children were less likely than white British children to say they were bullied some or all of the time (42.2%, 95% CI: 35.4% to 49.4% vs 53.8%, 95% CI: 52.3% to 55.3%), but more likely to say they were mean to others all the time (9.9%, 95% CI: 6.3% to 15.2% vs 4%, 95% CI: 3.5% to 4.7%) and can never work out what to do when things are hard (15.2%, 95% CI: 10.6% to 21.2% vs 9%, 95% CI: 8.2% to 9.9%). We considered six vulnerabilities to be of particular concern during the COVID-19 pandemic and associated national and local lockdowns: family never gets along well together; no garden where child can play; no nearby park where they can play; not having three meals a day; no internet at home; worried about money all the time. Pre-pandemic, 37.4% (95% CI: 36.6% to 38.3%) of Bradford children had one of these vulnerabilities and a further 29.6% (95% CI: 28.9% to 30.4%) had more than one. CONCLUSIONS: Although most primary school children aged 7-10 in our study had good levels of well-being on most indicators across multiple domains, fewer than 10% had no vulnerabilities at all, a worrying 10% had at least one vulnerability in all the four domains we studied and two-thirds had vulnerabilities of particular concern during the COVID-19 lockdowns.
Kate E. Pickett, Mildred Oiza Ajebon, Bo Hou et al.
