Evidence of Stress Reactions and Positive Changes in Primary School Children During the COVID-19 Pandemic

Theoretical Background: The COVID-19 pandemic is a global crisis, and international studies reveal the psychosocial effects on children from both the children's and the parents' perspectives. Objective: Because the COVID-19 pandemic is a novel crisis that affects everyone, the present qualitative substudy of the COVID-19 Children's Study explored the changes in children resulting from this emergency from the perspective of primary school pedagogues. Method: To this end, we conducted 11 focus-group discussions in spring 2021 with 31 primary school teachers and principals from North Tyrol. We analyzed the focus groups using thematic analysis. Results: The primary school pedagogues observed both stress reactions and positive changes in the pupils. Stress reactions were devided into behavioral, emotional and physical symptoms. Positive changes observed were behavioral changes, such as more independence;and emotional changes, such as more connectedness. Discussion and conclusion: It is important to take the numerous stress reactions of children described above seriously in schools and society. In addition to the negative effects, positive changes also took place in the children, and these should be promoted and strengthened as resources in the sense of resilience in the further course of the COVID-19 pandemic and beyond.

Epidemiological investigation of an outbreak of human rhinovirus in a primary school in northern shaanxi

Objective To analyze the epidemiological characteristics of a Human rhinovirus outbreak in a primary school in northern Shaanxi, and to provide scientific evidence for the prevention and control. Methods On - site epidemiological investigation of an unexplained febrile aggregated outbreak reported in a primary school in northern Shaanxi on May 22, 2020. Nasopharyngeal swabs were collected from typical cases, and nucleic acid testing was performed to test for SARS COV 2, and 16 respiratory pathogens. Results A total of 37 cases were reported, including 1 adult teacher and 36 students, with the overall incidence rate of 1.75%, a male and female ratio of 3:1, and the incidence age mainly concentrated in 6 to 12 years old. The cases were mainly concentrated in 3 first-grade classes and 7 second-grade classes on the same floor, and the first grade cases accounted for 75.68% of the total number of cases. There was a statistically significant difference in the incidence rate of the cases in the classes (χ2 = 49.29, P<0.01). The clinical features of the cases were mainly fever (body temperature between 37.3 and 38.8°C), sore throat, runny nose, nasal congestion and cough, and some of which were accompanied by diarrhea and vomiting, and other gastrointestinal symptoms. Of the 33 nasopharyngeal swabs detected by laboratory, 14 were positive for Rhinovirus, and the positive rate was 42.42%. Conclusion This aggregated outbreak is caused by Rhinovirus infection. Primary and secondary schools in northern Shaanxi should be alert for aggregated unexplained fever due to Rhinovirus outbreaks during the epidemic season of respiratory infectious diseases. © 2023, Editorial Department of Medical Pest Control. All rights reserved.

Playful Learning During the Reopening of Danish Schools After Covid 19 Closures

This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

COVID-19 Vaccination Hesitancy Among 5-11-year-old Iranian Children's Parents: What Are Underlying Beliefs?

Background: Of all teenage deaths caused by coronavirus disease 2019 (COVID-19), 47% occurred in children aged 0-9. Like many other infectious diseases, reducing mortality in children requires widespread vaccination. Despite the availability of the COVID-19 vaccine, a large percentage of children have not received the vaccine. Objective(s): This survey aimed to study parents' reluctance to receive the COVID-19 vaccine for their children in Shiraz, Iran. Method(s): An online questionnaire was sent to parents whose 5 to 11-year-old children had received no COVID-9 vaccine through the health educators of primary schools in Shiraz, Iran. The questionnaire contained demographic questions and 16 beliefs about COVID-19 vaccination that were answered as yes/no. Result(s): We assessed 1093 respondents, including 49.5% (n = 542) male and 50.5% female students' parents. The mean number of wrong beliefs was 7.21 +/- 2.80 in parents who had boys and 7.78 +/- 2.95 in girls' parents. Also, 78.6% of participants had at least five wrong beliefs or excuses for not vaccinating their children. Notably, 82.8% of mothers and 84.3% of fathers were vaccinated with 2-3 doses against COVID-19. The most common wrong beliefs were probable vaccines' side effects in the future, the undesirable effect of vaccination on children's growth, and the awful effect of the vaccine on fertility, with a prevalence of 82.7%, 81.2%, and 76.7%, respectively. Conclusion(s): This study identified that most participants believed that COVID-19 vaccines have side effects for their children and unfavorable effects on children's growth and infertility.Copyright © 2023, Author(s).

An evaluation of headsprout early reading as an online parent-mediated intervention for primary school children

Due to the Coronavirus pandemic and lengthy absences from the classroom, there is a need for large-scale remedial programs to support young children to "catch-up" on literacy and numeracy skills. A stratified randomized controlled trial was used to evaluate the Headsprout Early Reading (HER) program as a parent-mediated digital literacy intervention. A between-groups design compared differences in reading-dependent outcome measures for 36 children assigned to one of three intervention groups: with support, without support, and waitlist-control. Children completed significantly more episodes when parents received implementation support from the researcher compared to the without support group. Children receiving Headsprout instructions demonstrated marginally greater gains than the waitlist-control group in posttest outcome measures;however, differences in reading outcomes were not significant between groups at posttesting. The current research provides tentative support for HER and importantly, highlights the importance of providing support for parents implementing interventions at home. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Remote learning and mental health during the societal lockdown: a study of primary school students and parents in times of COVID-19.

BACKGROUND: The COVID-19 pandemic has brought challenges to families around the world. The prolonged school closures in Hong Kong have forced young students to stay at home and adapt to remote learning for over a year, putting their mental health conditions at risk. Focusing on primary school students and their parents, the main objective of our research is to investigate the socioemotional factors and their associations with mental health conditions. METHODS: A total of 700 Hong Kong primary schoolers (mean age = 8.2) reported their emotional experiences, loneliness, and academic self-concept via a user-friendly online survey; 537 parents reported depression and anxiety, perceived child depression and anxiety, and social support. Responses from students and parents were paired to account for the family context. Structural Equation Modeling was used for correlations and regressions. RESULTS: The results of students' responses showed that positive emotional experiences were negatively associated with loneliness and positively related to academic self-concept among students. Furthermore, the paired sample results showed that, during the one-year societal lockdown and remote learning period, the socioemotional factors were associated with mental health conditions among primary school students and their parents. Among our family sample in Hong Kong, evidence supports the unique negative association between students-reported positive emotional experiences and parents-reported child depression and anxiety, as well as between social support and parents' depression and anxiety. CONCLUSIONS: These findings highlighted the associations between socioemotional factors and mental health among young primary schoolers during the societal lockdown. We thus call for more attention to the societal lockdown and remote learning context, especially since the social distancing practice could be "the new normal" for our society to handle the future pandemic crisis.

Occupational stress of elementary school teachers after eased COVID-19 restrictions: a qualitative study from China.

Background: On December 7, 2022, China optimized its virus response and significantly shifted its epidemic policy by downgrading COVID management and gradually restoring offline teaching in schools. This shift has brought many impacts on teachers. Aims: Through qualitative research of thematic analysis, this paper studies the occupational pressure of primary school teachers in China after the shift in epidemic policy. Methods: Two recruitment methods are adopted for this study. One was to email the principals of several primary schools in Zhejiang Province to introduce the research project and indicate the idea of recruiting participants. With their help, we have found teachers who volunteer to participate. The second was to release recruitment information in the network forum (e.g., online teacher forums) to find volunteer participants. Through semi-structured interviews and diaries, 18 primary school teachers from different regions and schools in Zhejiang Province were interviewed. All responses in the interviews were transcribed anonymously. Braun and Clarke's thematic analysis was used to analyze the participants' responses. Results: Eighteen participants took part in the research project. Forty-five final codes, generated from 89 codes initially obtained from the dataset, are classified into five final themes: uncertainty, overburdened, neglected, worry about students, and influence, which reflect the professional stress of primary school teachers following the epidemic prevention policies relaxed. Conclusion: Five themes were identified in the research. The problems described by the participants include burdensome offline activities, being disturbed out of hours, and appearing understaffed for the infection. These problems harmed the participants' mental health, including anxiety, fatigue, stress, and other adverse psychological conditions. Awareness and attention to the psychological situation of primary school teachers after the eased COVID control are crucial. We believe protecting teachers' mental health is necessary, especially in this particular period.

Psychosocial Problems Among Primary School Children in Thailand During the COVID-19 Pandemic, 2022.

Background: During the COVID-19 pandemic, primary school children are particularly vulnerable as restriction measures have caused a huge impact on their health and well-being. This study aims to assess the prevalence of mental health among primary school children in Thailand during the COVID-19 pandemic and identify factors associated with psychosocial problems. Methods: A survey was conducted among 701 Thai parents of primary school children from January to March 2022 - when teaching modalities between onsite and online learning were alternated. Parents were requested to assess the mental health of their youngest child at primary school age level. Psychosocial problems were measured by the Strengths and Difficulties Questionnaire (SDQ) with a total score of 40, based on 4 domains (emotion, behavior, hyperactivity, and relationship). Independent variables included (1) parental/household factors, (2) children characteristics, and (3) online learning-related issues. The dependent variable was the prevalence of children with a total score of 14-40, which indicates at risk and/or having mental health problems. The analysis was performed using logistic regression model. Results: Thai parents reported that 41.1% of children had psychosocial problems. Children in a single-parent family (adjusted odds ratio [AOR] = 1.7; 95% confidence interval (CI) = 1.1-2.8), male children (AOR = 1.7, 95% CI = 1.2-2.4), and children who did not receive adequate assistance for online learning from their parents (AOR = 2.1, 95% CI = 1.1-4.0) significantly faced greater odds of mental health problems. Conclusion: The prevalence of Thai primary school children confronting psychosocial difficulties during the COVID-19 pandemic increased, with significant concern. Public health interventions that aim to protect the mental health of primary school children during the pandemic should be introduced and targeted male children and those living with a single parent. Social support that facilitates online learning for children whose parents have limited capacity in supporting them should be implemented.

Risk of partial school closure for COVID-19 by socio-economic level in the period 2020-22.

BACKGROUND: The objective was to analyse the risk of partial school closure by economic level in Barcelona city. METHODS: In this ecological study, the risk of partial school closure for the academic years 2020-21 and 2021-22 was estimated by dividing the total number of days that each child was in quarantine or isolation by the total number of days that each child was at risk to be in quarantine or isolation in the academic year. The association between partial school closure risk and mean income by district was estimated with the Spearman rho. RESULTS: The lower the mean income, the higher the risk of partial closure (Spearman rho = 0.83; P-value = 0.003) during the academic year 2020-21. Specifically, the children from the district with the lowest income had a six times greater risk of partial school closure compared with those from the highest-income district. This risk did not show a significant socioeconomic gradient in the academic year 2021-22. CONCLUSIONS: The risk of partial school closure presented an inverse socioeconomic gradient in the city of Barcelona according to average income by district in the academic year 2020-21. This distribution was not observed in the academic year 2021-22.

Analysis of Determinants of Food Preferences in a Polish Population-Based Sample of Primary School Adolescents: Diet and Activity of Youth during COVID-19 (DAY-19) Study.

For the choices of food products, food preferences are crucial, as they influence the intake of nutrients and the resultant quality of diet, but in Poland, no studies of food preferences were conducted during the COVID-19 pandemic on a population of young adolescents. The aim of this study was to analyze the determinants of food preferences in a Polish population-based sample of primary school adolescents as part of the Diet and Activity of Youth during COVID-19 (DAY-19) Study. The DAY-19 Study focused on a national sample of a population of primary school adolescents who were recruited based on cluster sampling of participants from counties and schools, yielding a sample of 5039 individuals. Their food preferences were assessed using the Food Preference Questionnaire (FPQ), and they were compared in subgroups stratified by (1) gender: male and female; (2) age: younger (10-13 years) and older (14-16 years); (3) place of residence: urban and rural; (4) Body Mass Index (BMI): underweight, normal body weight, and overweight/obese (assessed based on Polish growth reference values); and (5) physical activity level: low and moderate (assessed using the International Physical Activity Questionnaire for children aged 10-13 (IPAQ-C) and adolescents aged 14-16 (IPAQ-A)). In the population of adolescents, no statistically significant differences in food preferences between subgroups stratified by gender were observed (p > 0.05). For boys, none of the studied factors (age, place of residence, BMI, physical activity level) was statistically significant determinant of food preferences (p < 0.05), while for girls, all of them were statistically significant determinants (p > 0.05). All the assessed factors (age, place of residence, BMI, physical activity level) in girls were associated with preferences for snacks, and older girls, those from a rural environment, those who were underweight and overweight/obese, as well as those having a low physical activity level declared a higher preference for snacks than younger ones (p = 0.0429), those from an urban environment (p = 0.0484), those of a normal body weight (p = 0.0091), and those having a moderate physical activity level (p = 0.0083). Similarly, girls from rural environments declared a higher preference for starches than those from urban environments (p = 0.0103), and girls having a low physical activity level declared a higher preference for fruit than those having a moderate physical activity level (p = 0.0376). Taking this into account, the population of girls, in particular, needs dedicated educational actions to support proper nutritional habits. Additionally, older age, living in a rural environment, being underweight and overweight/obese, and having a low physical activity level may be indicated as factors predisposing one to food preferences potentially promoting unhealthy dietary habits.

The impact of the COVID-19 pandemic on children's learning and wellbeing: Evidence from India.

We study the impact of the COVID-19 pandemic and associated school closure on primary school children's learning and mental wellbeing in Assam, India. Using a comprehensive dataset that tracked and repeatedly surveyed approximately 5000 children across 200 schools between 2018 and 2022, we find that children lost the equivalent of nine months of learning in mathematics and eleven months in language, during the pandemic. Children lacking resources and parental support experienced the largest losses. Regular practice, teacher interaction, and technology were associated with less learning loss. Over the same period, children's psychological wellbeing improved. Our research provides valuable insights for designing post-emergency programs.

Rethinking determinants of primary school teachers' technology acceptance during the COVID-19 pandemic

The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face to emergency remote teaching creating the biggest disruption in the history of education. Despite facing significant challenges such as a lack of proper information technology training, teaching unprepared students, and infrastructural barriers, there is a gap in research on primary school teachers' readiness to integrate technology. This study aims to address this gap by utilizing the technology acceptance model to explore the relationships between primary school teachers' computer self-efficacy beliefs, attitudes, and intentions to incorporate computer-based technology during times of disruption. Participants were N = 144 Greek, primary school teachers, who taught in virtual settings during the pandemic. Findings from structural equation modeling showed that self-efficacy beliefs, perceived ease of use, and perceived usefulness are strong predictors of teachers' attitudes towards computer use. The study adds to the scarce literature on the crucial role of teachers' self-efficacy beliefs as drivers of their intention to use technology during emergency remote teaching. Additionally, it highlights the need to consider the unique circumstances in which technology is used and provides insights that can inform the design of effective interventions and policies.

Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing

Pointed polysynchronous interactions (PPIs) were initiated by the participants of this study to promote more adequate interactions between learner-learner, learners-teachers, and learners-learning materials in Content and Language Integrated Learning (CLIL) science hybrid learning due to the COVID-19 pandemic. This photovoice study spotlighted Indonesian primary school teachers' initiatives in helping their pupils enhance their English proficiency while learning mathematics. We investigated their efforts for scaffolding when teaching mathematics to the first graders, with a particular focus on translation, translanguaging, and trans-semiotizing. As collaborative research, this photovoice study involved a mathematics' teacher and her co-teacher to provide photos of how translation, translanguaging, and trans-semiotizing were practiced within the PPIs. The teachers described their photos using the SHOWeD technique before we analyzed the data thematically, then returned them to the teachers for validation. Results showed successful practices of translation, translanguaging, and trans-semiotizing, while some challenges arouse because of time limitation for hybrid learning recommended by the Indonesian government. Translation enhanced the students' academic and social performances but required longer time of implementation. Meanwhile, trans-semiotizing was advocated to strengthen the teacher's translanguaging because of the students' English proficiency. Feasibility of alternating L2 and L1 in interaction and connecting them with semiotic resources to negotiate meaning are suggested to practice if hybrid learning should be conducted continuously during new normal.

Education experiences of primary school children with no or limited ICT during the COVID-19 pandemic in Trinidad and Tobago

The article investigates the education experiences of primary school students with no or limited information and communication technology during the pandemic in Trinidad and Tobago. Data were collected from sixteen students and a parent or guardian via face-to-face interviews and analysed using constant comparison analysis. To ensure equal and quality education in Trinidad and Tobago, revisions to the public assistance grant, a laptop distribution programme, a sustainable psychosocial outreach programme, and strategies to reduce variation in teaching quality among schools are recommended.

Distance learning environment: perspective of Italian primary and secondary teachers during COVID-19 pandemic.

School closures because of the COVID-19 emergency forced a rapid transition to distance learning worldwide. In this study, we investigated teachers' experiences with distance learning during the first Italian lockdown. A sample of 270 primary and secondary teachers answered a semi-structured questionnaire administered between April and May 2020. Didactic modalities, students' and teachers' difficulties with distance learning, and teachers' feelings during school closure were investigated through open-ended questions. Content analysis indicated that most teachers adopted both synchronous and asynchronous modalities, which resembled the traditional classroom learning environment. Moreover, technological weaknesses (lack of proper digital equipment and poor digital skills) and lack of interactions appeared to be the main threats to the quality of distance learning. The implementation of distance learning in primary schools emerged as more challenging than in secondary education. Furthermore, most teachers experienced negative feelings during online teaching. However, 13% of the sample reported a sense of resilience and opportunity. Particularly, older teachers reported more resilience compared with younger teachers, indicating the importance of experience in managing stressful teaching events. Overall, findings suggest that-in this novel educational environment-teachers' role has changed significantly, placing strong emphasis on the ability to encourage communication, discussion, and contact with students. Future work should focus on how information and communications technology could sustain meaningful interactions between students and teachers, especially in primary education.

Statistical and clustering validation analysis of primary students' learning outcomes and self-awareness of information and technical online security problems at a post-pandemic time.

The authors decided to investigate the impact of the pandemic period and the resulting limitations in Polish primary school online security education. The first part of the study investigates the impact of the COVID-19 pandemic on students' educational learning outcomes in information and Internet security. The study has been performed via a student-oriented survey of 20 questions. The statistical analysis confirms the significant difference before and after the pandemic in several questions at most. Nevertheless, this justifies the statement that pandemics had a positive impact on post-pandemic Internet-related security education. The second part of the study has been focused on students' perception and self-awareness of cyberspace problems. For this purpose, the authors used novel majority-based decision fusion clustering validation methods. The revealed results illustrate the positive tendency toward the students' self-awareness and self-confidence of online security problems and e-threats before, during and after the challenging pandemic period. Moreover, the presented validation methods show the appealing performance in educational data analysis, and therefore, the authors recommended these methods as a preprocessing step that helps to explore the intrinsic data structures or students' behaviors and as a postprocessing step to predict learning outcomes in different educational environments.

Teacher Evaluation in Primary and Secondary Schools: A Systematic Review of SSCI Journal Publications from 2012 to 2022

This study revealed the current situation and developments in teacher evaluation in primary and secondary schools by reviewing 54 articles published in the recent decade (i.e., from January 2012 to October 2022). The coding scheme was developed based on the three components of effective teacher evaluation systems: "what”, "how”, and "who”. Specifically, we investigated the frameworks used for teacher evaluation, methods of evaluation, and participants in teacher evaluation. Based on our results, most studies evaluated teachers from the dimension of Instructional Support. Evaluation through video recording became popular due to technological advancement. Further, an increasing number of schools invited external experts to conduct teacher evaluations to ensure fairness. We also identified several crucial factors for teacher development: effective use of teaching resources and technology, high-quality feedback and communication, emotional support, classroom organization, and professional responsibilities. Due to COVID-19, many schools adopted distance learning, prompting the need to develop technological skills for teachers. Through the in-depth analysis of the current situation and development trends in the various dimensions of teacher evaluation in primary and secondary education, future research directions and issues were discussed and explored in this review.

Sleep quality among teachers of an educational institution during the COVID-19 health emergency, Peru, 2021.

Objective: The COVID-19 pandemic affected the quality of life of the population worldwide. The countries took several protective measures to avoid contagion, including social isolation, teleworking and distance education. As schools closed, teachers took over primarily online teaching. The study main objective was to determine the sleep quality among teachers of a public educational institution in the district of Mancora, Peru, during the COVID-19 pandemic social isolation. Material(s) and Method(s): An observational, cross-sectional and prospective study. The Pittsburgh Sleep Quality Index was used to assess 59 preschool, primary and secondary school teachers who taught through distance education from March to December 2021. Result(s): The average age was 44.3 +/- 8.89 years. Women accounted for 64.4 %, specialist teachers-i.e., those who have expertise in a particular field-55.9 %, secondary school teachers 55.9 %, primary school teachers 30.5 % and preschool teachers 13.6 %. The affected sleep quality parameters were the following: 69.5 % had poor sleep quality, 67.8 % inadequate sleep latency, 61 % sleep duration of less than five hours, 27.1 % habitual sleep efficiency of less than 65 % and 49.2 % sleep disturbances. Moreover, 50.8 % reported using a sleeping medication more than once a week and 39 % severe daytime dysfunction. There was an association between sleep quality and the components subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency and daytime dysfunction. Nonetheless, there was no association with sex, educational level and teaching specialty. Conclusion(s): Teachers of an educational institution in Mancora had a high prevalence of poor sleep quality and the most affected components were sleep latency, daytime dysfunction and sleep disturbances.Copyright © La revista. Publicado por la Universidad de San Martin de Porres, Peru.

Covid-19 Self-Testing among Healthcare Workers and General Population in Malawi

Background: COVID-19 testing is critical for identifying cases to prevent transmission. SARS-CoV-2 self-testing has the potential to increase diagnostic testing capacity and to expand access to hard-to-reach areas in low-andmiddle- income countries. We investigated the feasibility and acceptability of COVID-19 self-sampling and self-testing using SARS-CoV-2 Ag-Rapid Diagnostic Tests. Method(s): Between July 2021 to February 2022, we conducted a mixedmethods cross-sectional study examining self-sampling and self-testing using Standard Q and Panbio COVID-19 Ag Rapid Test Device in Urban and rural Blantyre, Malawi. Health care workers and adults (18y+) in the general population were systematically sampled. Result(s): Overall, 1,330 participants were enrolled of whom 674 (56.0%) were female with 664 for self-sampling and 666 for self-testing. Overall mean age was 30.7y (standard deviation [SD] 9.6). Self-sampling usability threshold for Standard Q was 273/333 (82.0%: 95% CI 77.4% to 86.0%) and 261/331 (78.8%: 95% CI 74.1% to 83.1%) for Panbio. Self-testing threshold was 276/335 (82.4%: 95% CI 77.9% to 86.3%) and 300/332 (90.4%: 95% CI 86.7% to 93.3%) for Standard Q and Panbio, respectively. Agreement between self-sample results and professional test results was 325/325 (100%) and 322/322 (100%) for Standard Q and Panbio, respectively. For self-testing, agreement was 332/333 (99.7%: 95% CI 98.3 to 100%) for Standard Q and 330/330 (100%: 95% CI 99.8 to 100%) for Panbio. Odds of achieving self-sampling threshold increased if the participant was recruited from an urban site (odds ratio [OR] 2.15 95% CI 1.44 to 3.23, P < .01. Compared to participants with primary school education those with secondary and those with tertiary achieved higher self-testing threshold OR 1.88 (95% CI 1.17 to 3.01), P = .01 and 4.05 (95% CI 1.20 to13.63), P = .02, respectively. Conclusion(s): One of the first studies to demonstrate high feasibility of self-testing using SARS-CoV-2 Ag-RDTs in low- and middle-income countries potentially supporting large scale-up.

Vocabulary Index as a Sustainable Resource for Teaching Extended Writing in the Post-Pandemic Era

In the wake of the COVID-19 pandemic, Malaysian English teachers identified a pressing need to support upper primary school pupils, particularly those in the upper levels, in the effective composition of extended writing. Additionally, these educators required more innovative methodologies for teaching vocabulary in this context. Consequently, the current study aimed to develop a vocabulary index as a suggested resource for Malaysian English teachers instructing upper primary school pupils on extended writing. To achieve this, a quantitative computational research strategy and corpus-driven research design were employed. A purposive sampling technique was used to select 560 advanced upper primary school pupils from 28 schools, each with high English performance in the capital of each state and the federal territory of Malaysia, who produced a total of 152,187 words in extended writing for analysis. LancsBox, a primary computational linguistics application, was used for data processing. Given that the vocabulary index for extended writing necessitates a more comprehensive coverage of vocabulary, functional and content words were included, and keywords, raw and normalised frequencies were analysed and reported. Through the vocabulary index built in this study, the researchers found English teachers in Malaysia should utilise local issues in writing prompts, emphasise the use of both positive and negative adjectives, introduce complex sentence structures to enhance pupils‟ writing abilities and also train pupils to organise the ideas in their writing. Future linguistic studies could replicate the present investigation, so that it can respond to their classroom needs. © Annals of Translational Medicine. All rights reserved.