Children's perceptions of their neighbourhoods during COVID-19 lockdown in Aotearoa New Zealand

Neighbourhood design can have substantial impacts on children's physical and psychological well-being. COVID-19 lockdowns produced striking and unprecedented changes in how neighbourhoods functioned for children. The aim of this research was to explore what worked well for children during Alert Levels 3 and 4 (lockdown) in Aotearoa New Zealand (NZ), focusing in particular on the neighbourhood environment. Children (n = 192) aged between 5 and 13 years completed an online survey that collected information on neighbourhood walking and wheeling and what they liked about their neighbourhood during lockdown in NZ. Car-less neighbourhoods were important for supporting children's well-being. Community activities such as the NZ Bear Hunt were appreciated by children. Natural environments, being home, spending time with family, and simple activities were all liked by participants. Social connections were important but often required technology. Findings can help inform initiatives to support child well-being in the face of potential future lockdowns or new pandemics.

‘We discovered places we never used before'. Home and parenting geographies during the 2020 lockdowns in Italy and Greece

The paper presents and discusses data from a qualitative study carried out in April and May 2020 with families under lockdown in Italy (N = 319) and Greece (N = 297). The research examined how confinement and restrictions on movement had impacted families' everyday geographies (with a particular focus on ‘liminal' places located between homes and public spaces, such as balconies, hallways, courtyards, backyards), as well as parents' most valued public spaces and propensity (and modes) to use them. Data were analysed following a top-down thematic approach. The results suggest that restricted access to public spaces (as enforced during the Greek and Italian lockdowns) may influence the signification of domestic places, prompt remodulation of the dialectic between public and private spheres, and bring to light the social value of families' (parents and children's) experiences in public spaces.

‘The slow pandemic': youth's climate activism and the stakes for youth movements under Covid-19

Pandemic conditions have affected social movement activity in various ways. In this article, we explore how young Cypriot climate activists, associated with the global Fridays for Future movement, attempt to integrate pandemic conditions in their mobilizing tactics, as well as how such conditions affect their collective youth agency. We first look into the strategic antagonistic framings they develop to counter dominant discourses of the pandemic as an unprecedented crisis and explore how these are informed by their understandings of, and emotions on, climate change as an effect of capitalism and overconsumption and as a type of ‘slow pandemic'. We argue that by extending climate change crisis discourse to encompass the cause of the pandemic, young activists assert temporality as continuity, rather than rupture, and challenge the distinction between the exceptional and the everyday on which Emergency governance is based on. By doing this, they unsettle adult hegemonic discourses on temporality, emergency and crisis that lead to an uneven world. Secondly, we reflect on the impact of Covid-19 on non-institutional youth activism by exploring the challenges these activists face to their sustenance and reproduction, given that access to public space, as we claim, is crucial for teenagers in developing the necessary relationality that is key for the maintenance of their social movement activity. We argue that youth movements emerge and operate within particular conditions which are currently under threat given the distinct mechanisms of governing populations engineered during Covid-19.

Emerging Adults during the Pandemic: The Experiences of Generation Z in the Context of Self-Determination Theory

The COVID-19 Pandemic is associated with many radical changes in the lives of young adults. Their developmental and generational characteristics would likely affect their experiences of Pandemic. This study explores their experiences in the context of school, family, and friendship during the Pandemic. The sample consisted of 23 college students. Qualitative data were collected online and analyzed with the thematic analysis method. The results showed that their experiences in the school context resulted in seven themes: difficulties with online classes, benefits, negative mood, coping strategies, loss of socialization opportunities at school, return to daily life, and physical conditions. The themes in the family context were the need for autonomy, increasing conflict, improved family relationships, and no change. Finally, in the friendship context, the themes of losses, coping strategies, emotions, no change, and gains emerged. Results were discussed in terms of the self-determination perspective and generational characteristics of the sample.

Traumatic pediatric firearm injuries during the COVID-19 pandemic

Statement of Purpose: The purpose of this study is to epidemiologically describe firearms injuries treated at a Level 1 pediatric trauma center occurring during the COVID-19 pandemic and compare them to injuries seen in the year prior.Methods: This is a retrospective chart review of patients seen by pediatric trauma surgery for a firearm injury between February 1, 2019 and March 30, 2021;the pre-pandemic time period included February 1, 2019 – March 9, 2020 and the pandemic period included March 10, 2020 – March 31, 2021. We excluded patients with firearms injuries that were not assessed by trauma surgery and patients with injuries from non-powder guns.Results: Twenty-eight patients were seen for firearm injuries in the pre-pandemic period;22 (78.5%) were male, and the mean age was 13.3 years, with 17.8% of patients < 10 years old. Sixteen (57.1%) were black, 8 (28.6%) white, and 4 (14.3%) multiracial. The pandemic period included 80 patients with firearm injuries, with 59 (74%) male, and a mean age of 12.5 years. Seventeen (21.5%) were < 10 years old. Fifty-six (70%) of patients during the pandemic period were black, 15 (20%) white, 6 (7.5%) multiracial, and 2 (2.5%) Hispanic. There was no statistically significant difference between the two groups demographically. No patients were identified as having an intentional self-inflicted firearm injury.Conclusion: While there was a nearly threefold increase in pediatric firearm injuries seen during the pandemic, the demographics of the victims have not changed compared to pre-pandemic patterns. This reflects a need for ongoing and targeted preventive measures to reduce these extremely high-risk injuries.Key Take Away Points [list] [list] [list_item] Since the World Health Organization (WHO) declared a pandemic from the novel severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2 or COVID-19), there has been a dramatic increase in the number of pediatric firearm injuries identified when compared to the preceding year. [/list_item] [list_item] A continued pattern of racial distribution before and during the pandemic with black children being overrepresented in the population with firearm injury as compared to all injuries seen was identified, with an overwhelming majority of firearm injuries occurring in urban areas. [/list_item] [list_item] The profound escalation of firearm injury in the pediatric population during the pandemic demonstrates the critical need for intensive community intervention and prevention efforts. [/list_item] [/list]

Formación en promoción de autonomía y apoyo pedagógico durante confinamiento por covid-19

Se analiza la implementación de un programa de formación docente en promoción de autonomía y apoyo pedagógico y su relación con el compromiso de niños en el aula. El programa se desarrolló durante el cierre de escuelas por la pandemia causada por el covid-19. Se usó diseño mixto convergente-paralelo. Participaron cinco docentes de primaria, de escuelas públicas de Cali, Colombia, y sus estudiantes (N=110). La formación consistió en dos talleres grupales y tres sesiones de acompañamiento individual en modalidad virtual. Se grabaron las clases antes y durante el proceso, codificándose las interacciones. Se observó alta variabilidad en promoción de autonomía y apoyo pedagógico. El compromiso de los niños fue mayor cuando las profesoras promovían mayor autonomía y apoyo pedagógico. Se discutieron variables que afectan el aprovechamiento de la formación.Alternate :This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students' engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N = 110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers' autonomy promotion and instructional support during the classes. Students' engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers' use of learning from the program are discussed.Alternate :Analisa-se a implementaçâo de um programa de formaçâo docente para a promoçâo da autonomia e o apoio pedagógico e sua relaçâo com a performance das crianças na sala de aula. O programa foi desenvolvido durante o fechamento das escolas pelo Covid-19. Um método misto convergenteparalelo foi usado. Participaram cinco professoras de ensino básico de escolas públicas de Cali-Colômbia e seus alunos, 110 crianças. A formaçâo consistiu em duas oficinas grupais e tres sessöes de trabalho individual na modalidade virtual. As aulas foram gravadas antes e durante o processo, e as interaçöes foram codificadas. Observa-se alta variabilidade na promoçâo da autonomia e apoio pedagógico. O comprometimento das crianças foi maior quando as professoras promoveram maior autonomia e apoio pedagógico. As variáveis que afetam o aproveitamento do treinamento sâo discutidas.

Salud mental, autoestima y satisfacción vital en universitarios del sur de Chile

Los universitarios atraviesan una etapa evolutiva que los sitúa como una población propensa a presentar alteraciones de salud mental, afectando su calidad de vida general. Este trabajo analiza la relación entre salud mental, autoestima y satisfacción vital en estudiantes de una universidad del sur de Chile. Los 452 participantes, hombres y mujeres entre 18 y 24 años de distintas carreras de la universidad, respondieron cuatro instrumentos: cuestionario sociodemográfico, escala de depresión, ansiedad y estrés, escala de satisfacción con la vida y escala de autoestima. Los resultados mostraron que los estudiantes que puntuaron más alto en problemas de salud mental presentaban menor satisfacción con la vida y menor autoestima. Así mismo, se encontró que las mujeres presentan mayor prevalencia en problemas de salud mental que los hombres.Alternate :University students experience an evolutionary stage that positions them as a population prone to mental health disorders, which affects their general quality of life. This paper analyzes the relationship between mental health, self-esteem and life satisfaction among students at a university in southern Chile. The 452 participants, males and females aged between 18 and 24 studying different university degrees, answered 4 different questionnaires: Sociodemographic Questionnaire;Depression, Anxiety and Stress Scale;Life Satisfaction Scale;and Self-esteem Scale. The results showed that students who scored higher regarding mental health problems had lower life satisfaction and lower selfesteem scores. It was also identified that female students have a higher prevalence of mental health problems compared to male students.Alternate :Os estudantes universitários passam por um estágio evolutivo que os coloca como uma populaçâo propensa a transtornos de saúde mental, afetando sua qualidade de vida geral. Este artigo analisa a relaçâo entre saúde mental, autoestima e satisfaçâo com a vida em estudantes de uma universidade no sul do Chile. 452 participantes, homens e mulheres entre 18 e 24 anos de diferentes carreiras universitárias, respondeu a 4 instrumentos: Questionário Sociodemográfico, Escala de Depressâo, Ansiedade e Estresse, Escala de Satisfaçâo com a Vida e Escala de Autoestima. Os resultados mostraram que os alunos que pontuaram mais em problemas de saúde mental apresentaram menor satisfaçâo com a vida e menor autoestima. Assim, verificou-se também que as mulheres apresentam maior prevalencia de problemas de saúde mental do que os homens.

Best way to prevent firearm violence: Limit access to firearms

The increased publicity of mass shootings and the COVID-19 pandemic have fueled American demand for firearm purchases. Firearm violence has largely been blamed on people with mental illnesses instead of firearm accessibility, despite the lack of population-level evidence associating mental illness with firearm violence perpetration. We support interventions and policies to limit firearm access in homes, schools, and by all intimate partners who have been convicted of domestic abuse. We advocate for restrictions on the civilian purchases of semi-automatic rifles and large capacity magazines. Finally, we call for research addressing firearm violence as an environmental and structural issue, not an intrapersonal one.Key Take Away Points [list] [list] [list_item] Despite worsening mental health outcomes among American youth, there is little population-based evidence supporting an association between firearm violence perpetration and mental illness. [/list_item] [list_item] Firearm accessibility increases the risk for firearm violence and injuries. [/list_item] [list_item] Preventing school shootings requires both promotion of socio-emotional learning and restrictions of firearm sales from young civilians. [/list_item] [list_item] Provisions in the Bipartisan Safer Communities Act to regulate access to firearms is an initial step to reducing firearm violence. [/list_item] [list_item] Long-term reductions in firearm violence require structural approaches to improve social determinants of health. [/list_item] [/list]

Child protection social workers in Italy and the Covid‐19 challenges: Redefining services to support children and their families

During the Covid‐19 pandemic, social workers played an essential role in helping people understand what was happening and cope with new unforeseen difficulties, even carrying out new tasks and activities. Social workers were asked to redefine their work methods to maintain aid relationships with families. This reorganization was complex and challenging for child protection services. The paper will discuss the results of a qualitative research project aimed to describe the Italian child protection social workers' functions during the Covid‐19 pandemic. Three online focus groups were conducted with child protection social workers. These focus groups helped researchers explore the new organization of social workers' work in child protection services, which was aimed at maintaining their role and performing the new tasks they need to carry out to support families and children. Three main areas of discussion emerged from the qualitative analysis: (1) postponed and maintained activities;(2) remote work advantages and challenges;and (3) new professional learning.

Privileged dependence, precarious autonomy: Parent/young adult relationships through the lens of COVID-19

Objective: This article identifies how social class differences in undergraduates' relationships with their parents shaped their responses to educational disruptions caused by the COVID-19 pandemic. Background: The mechanisms through which parents transmit class advantages to children are often hidden from view and therefore remain imperfectly understood. This study uses the case of the COVID-19 pandemic to examine how young adults from different social class backgrounds expect, negotiate, and attach meaning to parental support. Methods: This study draws from in-depth interviews with 48 Black and White upper-middle and working-class undergraduates from a single elite university, along with 10 of their mothers. Results: Facing pandemic-related disruptions, upper-middle-class students typically sought substantial direction and material assistance from parents. In contrast, working-class students typically assumed more responsibility for their own-and sometimes other family members'-well-being. These classed patterns of "privileged dependence" and "precarious autonomy" were shaped by students' understandings of family members' authority, needs, and responsibilities. Conclusion: Upper-middle-class students' greater dependence on parents functioned as a protective force, enabling them to benefit from parents' material and academic support during the transition to remote instruction. These short-term protections may yield long-term payoffs denied their working-class peers. Beyond the immediate context of the COVID-19 pandemic, the concepts of "privileged dependence" and "precarious autonomy" offer scholars a set of theoretical tools for understanding class inequality in other young adult contexts.

Students in out‐of‐home care: Their experiences of Transforming Educational Achievement for Children at Risk, an Australian education programme

Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi‐structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID‐19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out‐of‐home care conclude this paper.

Working and caring for a disabled adopted child during a pandemic

Integrating work and family demands can be challenging for families caring for a child with one or more disabilities. The pandemic and its changes to work, schooling and service delivery potentially added to these challenges. This exploratory mixed methods study sought to understand how the pandemic affected adoptive parents' work–life fit and service use. A total of 200 participants responded to survey questions about parenting an adopted child with a disability prior to, and after, the onset of Covid‐19. More than half of the parents (59.2%) reported that it was somewhat to very difficult to integrate both work and family demands. Parents with greater access to workplace flexibility and supportive supervisors had significantly less difficulties combining work and family. Families who reported more problems with accessing mental health services, special education and respite care reported significantly more challenges with work–family fit. Parents reported increased stress due to the pandemic changes, but many also shared positive changes such as more time for family. Online services were experienced as effective for some children and reduced time spent driving to appointments. Recommendations for workplace and social service practice and policy supporting adoptive parents of children with disabilities are discussed.

Turning Lemons Into Lemonade: Technology Teaching Tips Learned During COVID-19

COVID-19 caused widespread changes in how people worked. The education community was dramatically impacted. Teachers were forced to quickly pivot from teaching students in person on-campus to virtually online. Among the challenges educators faced were the inequity of technology access and unreliable internet options. The move to virtual instruction necessitated creative use of educators’ existing technology skills and development of new skills to teach with technology. Among the technologies that teachers continued to use once they returned to the in-person classroom were video conferencing, incorporating student interactions and feedback into visual presentations, and continuing to explore virtual learning experiences outside the classroom. Some educators’ experimentation during the pandemic with different technology options to guide self-directed student learning shows promise for developing gifted students’ talents and interests.

Impacto de la covid-19 en estudiantes de preparatoria en comunidades rurales, México

El proceso educativo se trasladó de las escuelas a los hogares mexicanos como consecuencia de la covid-19. El objetivo planteado fue analizar el impacto económico, familiar y académico de la covid-19 en discentes de comunidades rurales que asisten a la preparatoria. La metodología fue cuantitativa. La muestra fueron 222 estudiantes de la Universidad Autónoma de Sinaloa, en México, que respondieron un cuestionario en línea. Los datos se analizaron por estadística descriptiva y análisis de correlación. En los resultados se destacan tres impactos: económicos, por falta de ingresos para comprar tecnología;familiares, por la falta de apoyo de padres y madres;y académicos, porque hay poca capacitación en el uso de TIC. En conclusión, la covid-19 causó dificultades y puso de manifiesto una brecha digital, inequidad social y rezago educativo.Alternate :The educational process shifted from schools to the home for Mexicans as a result of COVID-19. The objective was to analyze the economic, family and academic impact of COVID-19 among students from rural communities attending high school in Sinaloa. The methodology used for the study was the quantitative. The statistical sample size was 222 students from the Universidad Autónoma de Sinaloa, in México, who respond to an online questionnaire. The data was analyzed using descriptive statistics and correlational analysis. The results showed three types of problems: economic issues due to lack of income to buy the technological items required for online learning;family problems, specifically the lack of support provided by parents to help children with distance education;and academic difficulties, because there was little training provided to students on the use of technology. The authors concluded that COVID-19 caused difficulties and highlighted the existence of a digital divide, social inequality and educational lag.Alternate :O processo educacional mudou as escolas para lares mexicanos como resultado da covid-19. O objetivo era analisar o impacto econômico, familiar e acadêmico do Covid-19 em algumas comunidades rurais que eles estudam ensino preparatório. A metodologia era quantitativa. A amostra era de 222 alunos da Universidade Autônoma de Sinaloa, no México, eles responderam a um questionário online. Os dados foram analisados por meio de estatística descritiva e análise de correlação. Os resultados mostram três problemas: econômicos devido à falta de renda para comprar tecnologia;parentes por falta de apoio dos pais e filhos, e Acadêmicos porque há pouco treinamento no uso das TIC. Em conclusão, da covid-19 causou dificuldades e revelou uma lacuna digital, desigualdade social e atraso educacional.

Gobernando la crianza en familias pobres: ONG y gestión durante la pandemia

El artículo analiza prácticas de crianza de familias pobres ubicadas en la ciudad de Ibagué (Colombia), que emergen en su relación con las ONG que las intervienen en el contexto de la pandemia por covid-19. La metodología empleada fue la etnografía, en diálogo con estrategias dialógicas y participativas. Se evidenciaron dos tipos de prácticas de crianza: alimentaria y de acompañamiento educativo. Mientras la primera se gestiona por medio de donaciones, sujetas a las lógicas del mercado, la segunda se basa en la asignación de roles educativos a los acudientes para que estos instruyan a sus hijos e hijas con base en los parámetros del Estado. Como conclusión, se evidencia que estas intervenciones buscan que las familias autogestionen su precariedad, en el marco de la legitimación de un orden social neoliberal.Alternate :This article analyzes the parenting practices of poor families located in the city of Ibagué (Colombia), which emerged in the families' relationships with an NGO that provided them with support during the COVID-19 pandemic. An ethnographic methodology was used, complemented with dialogic and participatory strategies. Two types of parenting practices were identified: food-based care and educational support. While the first was based upon receiving donations and was subject to market dynamics, the second was based on the allocation of educational roles to parents and caregivers so that they could teach their children based on the State's guidelines. The authors conclude that these interventions support families to self-manage their precarious situation in the framework of the legitimation of a neoliberal social order.Alternate :O artigo analisa práticas na formação de famílias pobres, localizadas na cidade de Ibagué (Colômbia), que emergem na sua relação com as ONGs, que as intervêm, no contexto da pandemia por Covid-19. A metodologia aplicada foi a etnografia, em diálogo com estratégias dialógicas e participativas. Evidenciaram-se dois tipos de práticas de formação: alimentar e de acompanhamento educativo. Enquanto a primeira se gestiona através de doações, sujeitas às lógicas do mercado, a segunda se baseia na designação de papéis educativos aos pais ou responsáveis para que estes instruam aos seus filhos e filhas com base nos parâmetros do Estado. Como conclusão, se evidencia que estas intervenções procuram que estas famílias autogestionem a sua precariedade, no marco da legitimação de uma ordem social neoliberal.

Special Foreword: Family Poverty, Racism, and the Pandemic: From Crises to Opportunity for Transformation (Second Issue)

Initiatives for change include the launching of the upEND Movement to abolish the "family policing" system and "center the experiences of Black, Native, and Latinx children and their families" (upEND Movement, 2021) by the University of Houston School of Social Work and the Center for the Study of Social Policy. In so doing, she calls the field back to its roots in ecological theory and also pushes us forward, calling for a version of ecological theory that is more structurally focused. * Alan Dettlaff, Reiko Boyd, Darcey Merritt, Jason Anthony Plummer, and James D. Simon embrace a structural perspective, arguing that both the high levels of poverty experienced by Black families in the United States and the overrepresentation of Black children in the child welfare system are driven by systemic racism. [...]they call for a shift in child welfare research: to prioritize qualitative methods that treat the existence of racism as a given, center the lived experiences of people of color who interact with the child welfare system, and focus on systemic change. * Johanna Caldwell, Ashleigh Delaye, and Tonino Esposito consider strategies for centering the lived experiences of families and children, focusing specifically on the way that neighborhoods have been defined and analyzed in relation to child welfare engagement. Collectively, these authors call on us to broaden our understanding of the ways in which the policies and power dynamics of the current child welfare systems damage the well-being and harm the life chances of children and their families. * Picking up Dettlaff and colleagues' call for a focus on power relationships and Blumenthal's focus on the ways in which structural factors shape patterns of neglect, Patricia Montambault, Maude Ostiguy-Lauzon, Marie-Pier Paul, Carl Lacharité, and Tonino Esposito

Predictors of parental stress and family function one year after rapid unprepared return: A preliminary analysis from five nations

As a result of the COVID-19 pandemic, some governments issued mandates requiring that residential care providers rapidly return children and youth to family. The goal of the present study was to assess outcomes in a sample of families experiencing rapid unprepared return. Specifically, we sought to evaluate the placement stability, assess support services provided to families, and examine how services received impacted parental stress and family functioning. Participants and Setting: 115 families who had experienced rapid unprepared return across five nations, including Ethiopia, India, Kenya, Mexico, and Uganda. Using a quantitative design, results examined (1) placement stability, (2) services received, and (3) the impact of services on family wellbeing. Data revealed the majority of families were still intact after 1 year. More robust support services were associated with lower parental stress and better family functioning. Occupational/financial support, such as financial assistance and job training, and material support, such as home repairs and food assistance, were vital to family wellbeing 1 year following rapid unprepared return. Rapid unprepared return creates risks to families and children, and should not be continued or repeated. However, emergency situations, government mandates or unexpected crises may force conditions for rapid unprepared return. For families that have experienced rapid unprepared return, intensive support and appropriate case management can improve the likelihood of positive outcomes and improve family wellbeing.

Adolescent Sleep Behavioral Interventions and Opportunities to Improve Cognitive Functioning: A Call for Action

Sleep is related to cognitive functioning, learning, and brain development in the adolescent population. Recent research indicates a rise in the presence of chronic sleep disorders such as insomnia in adolescents, particularly following the COVID-19 pandemic. Therefore, research on the effectiveness of sleep interventions for adolescents is necessary to guide treatment in adolescents. The authors conducted a systematic review of literature examining research on outcomes of treatment interventions for insomnia on sleep quality and cognitive functioning in adolescents. Results indicate a dearth of research examining effectiveness of treatment in adolescents, particularly in relation to the impact of such treatment on cognitive functioning in adolescents. The following paper provides a brief overview of existing research on treatment of insomnia or related problems including initiating, maintaining and awaking for adolescent populations with a focus on improvement of cognitive functioning within this population. The authors discuss existing barriers to research, emphasize the need to expand sleep research to include cognitive functioning outcomes, and inform best practices for treatment in adolescents following COVID-19. Lastly, the authors propose a call to action encouraging more widespread recognition of the need for research in this area. Key Take Away Points 24 out of 735 records identified through databases were screened for eligibility. The search and subsequent screening procedures outlined several limitations including a dearth of randomized clinical trials, RCTs assessing effectiveness of behavioral interventions specific to insomnia, adequate selection of cognitive functioning measures, sleep assessment measures and other study designs limitations. Only two records remained in the study with CBTi interventions and included objective measures specific for the assessment of insomnia and cognitive functioning. The two remaining studies reported changes in their interventions for working memory tasks;however, effect size and other study design limitations were reported. Barriers and considerations for the insomnia related symptoms and treatment continues to merit attention due to its impact for learning in adolescent population.