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SYSTEMATIC REVIEW article

Front. Psychol.
Sec. Personality and Social Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1384388

The impact of the pandemic on psychophysical well-being and quality of learning in the growth of adolescents (aged 11-13): A systematic review of the literature with a PRISMA method

Provisionally accepted
Giuseppe Mannino Giuseppe Mannino 1*Marta Schiera Marta Schiera 1Fabiola Faraci Fabiola Faraci 1Lorenzo Vantaggiato Lorenzo Vantaggiato 2
  • 1 Libera Università Maria SS. Assunta, Rome, Italy
  • 2 Gonzaga Campus International School, Palermo, Sicily, Italy

The final, formatted version of the article will be published soon.

    This study examines the social impact and psychological effects of the COVID-19 pandemic on the growth of adolescents students , aged 11-13, on well-being and learning. Said review, therefore, will consider all the report of scientific works published since 2020 on the following platforms: SCOPUS, PsycoInfo and Web of Science. Specifically, the research has selected all studies concerning students aged 11-13. Furthermore, the authors have restricted the scope of the study to two fundamental aspects of the above-mentioned subjects, such as their physical and psychological well-being and didactic learning following the COVID-19 pandemic. The justification for choosing such themes lies in the fact that the SARS-CoV-2 pandemic and the ensuing measures adopted to curb its spread have had -and very likely will continue having- sizable repercussions in the life of each individual, especially in students considered, whose psychological and physical well-being has been considerably affected. In particular, during the peak of the pandemic and its subsequent phases, the various measures issued to limit contagion have completely compromised and disregarded the rights of children and youngsters. Suddenly, leisure, sport, play, relations, and socialization disappeared from their lives. Besides, in the early stages of the pandemic, remote teaching replaced face-to-face teaching, later to become an intermittent system in the red- and orange-labelled areas of the country. Consequently, such measures have severely limited opportunities for learning, growth, curiosity and creating relationships that are typical of both a school and outside environment. Concerning the well-being of the subjects considered, a review of the target literature indicates a wide range of psychological and physical disorders, such as malaise, eating and sleep disorders, addiction to games, internet, alcohol, and drugs. For what regards, instead, the realm of learning, most studies highlight a diminished school performance as the main implication of remote teaching.

    Keywords: COVID-19, adolescents, Students, middle school, wellbeing, Learning

    Received: 13 Feb 2024; Accepted: 25 Jun 2024.

    Copyright: © 2024 Mannino, Schiera, Faraci and Vantaggiato. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Giuseppe Mannino, Libera Università Maria SS. Assunta, Rome, Italy

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