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RESEARCH OBJECTIVE: Governments across the world were forced to impose social distancing and lockdown measures to prevent the spread of COVID-19, caused by coronavirus SARS-CoV-2 that emerged in December 2019. Following the declaration of COVID-19 as a pandemic, the disruptions, including restrictive measures such as school closures had severe impacts on the physical, emotional and mental health of all people, especially children with special needs. There was also scant data, particularly in low-to-middle-income countries. Existing literature stems mostly from western countries, thus the need to perform a comprehensive review on this topic. THE RESEARCH PROBLEM AND METHODS: The primary objective of the systematic review is to understand the impact of COVID-19 and restrictive measures such as school closures on the educational outcomes and physical and mental health of school-going children with special needs. THE PROCESS OF ARGUMENTATION: This systematic review used the PRISMA 2020 checklist where four databases and grey literature were searched for full text articles, peer reviewed publications in the English language that were published during January 2019–December 2021. RESEARCH RESULTS: The literature search identified 1294 publications, of which 25 key papers were selected. These studies investigate the impact on children with special needs across the globe, with a majority of papers from Europe. We found that COVID-19 and the digitalization of schooling had severe impacts on the physical and mental health of children with special needs and their parents/caregivers. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: These studies highlight the need for an inclusive school environment to ensure that the learning outcomes for children everywhere are achieved. Further, a hybrid model that includes classroom learning with novel inventive methods would be beneficial for children with special needs.

The COVID-19 pandemic has been a multifaceted crisis, impacting health, the economy, policy and society at large, and also resulting in a humanitarian crisis. These crises have impacted everyone, although the effects have been unevenly distributed, leading to further disadvantage and marginalisation for those who were already vulnerable and marginalised. The pandemic laid bare and intensified pre-existing gender inequalities in many aspects of life, from the labor market and educational opportunities to health and social protection systems. The unequal impacts on women and men have been observed in the economy and employment, in domestic work and care, in physical and mental health, and in violence. The collection of articles in this special issue critically interrogates these key issues relating to the impact of the pandemic on gender equality in Europe, highlighting exacerbated gender inequalities, policy responses and the potential for a gender-responsive recovery. This special issue brings together a collection of eight articles that investigate various aspects of gender inequality exacerbated by the COVID-19 pandemic, and that explore potential pathways towards achieving greater gender equality in the post-pandemic world. They summarise the findings and contributions of several social scientists and also of two EU funded projects: RESISTIRÉ (GA 101015990) and GEARING Roles (GA 824536). The articles are structured around five main themes: labor market disparities, education and skill development, social and political responses, post-pandemic opportunities, and care. Each article contributes unique insights, empirical findings and policy recommendations from a feminist perspective to enrich the ongoing discourse on gender equality. Together, the articles show the necessity of feminist analysis of crisis, and reveal the structural roots of inequalities while simultaneously emphasising the necessity for transformative action to address inequalities.

Introduction and purpose: The COVID-19 pandemic has significantly affected the health, life and quality of life of many people around the world. It caused huge changes in the daily functioning of entire societies. Pregnant women are a unique group of people who are particularly at risk. They are accompanied by fear for their health, but also fear of the impact of the disease on their offspring. The pandemic has also caused new challenges for mothers-to-be that have not occurred so far. In this paper, we would like to present the current state of knowledge on the impact of SARS-CoV-2 infection on the risk of developing pre-eclampsia. State of knowledge: We analyzed studies showing the impact of COVID-19 infection on the health of pregnant women, especially on the risk of developing pre-eclampsia. Data from many studies are contradictory. Some studies do not indicate a significant impact of coronavirus infection on the development of pre-eclampsia. Some of them confirm a higher incidence of pre-eclampsia in pregnant women with confirmed COVID-19 infection. Conclusions: Despite the experience gained, there are still many unknowns. Thanks to research, we have more and more knowledge about the course of COVID-19 in pregnant women and its impact on their lives. Many observations are still needed to formulate clear conclusions about the impact of COVID-19 on the risk of developing pre-eclampsia. It is also necessary to continue to educate women, encourage compliance with the recommendations of doctors and the World Health Organization to prevent the spread of coronavirus.

This paper presents a differential study on the way education was delivered within families during the COVID-19 lockdown (spring 2020) in the Valencian Community (Spain). Composite indicators based on responses to a survey for families were used to describe their difficulties (identified as “gaps”) in home-schooling. We also considered traditional indicators of family socioeconomic and cultural level. Taking into account the characteristics of the distributions, we analyzed the results using nonparametric tests (chi-square, Mann-Whitney U and Kruskal-Wallis H). Our findings advocate more work to further identify and define valid composite indicators to describe the contexts in which families operate as an educational setting, in order to use them as covariate variables for family socioeconomic and cultural level in research on factors associated with performance.

The objective of this paper was to analyze the teaching practice of a preschool teacher in a private school in San Luis Potosi, Mexico, based on the dimensions of effective and represented work. From the analysis of the instructions and the simple self-confrontation, axes of analysis were identified that allowed an approach to the main challenges that the teacher faced with the online education developed during the pandemic by covid-19. The results of the work placed at the center of the discussion the teacher’s challenges and concerns about the ways of teaching online literacy, the relationships with the students’ families when working from home, and the interaction with technology in the virtual classroom. Taken together, the findings broaden the picture of teaching practices during social distancing and contribute to the empirical knowledge of this object of study as a result of the impact generated by the pandemic.

A capacitação em avaliação nutricional é essencial para o aperfeiçoamento do processo de trabalho do nutricionista. Em tempos de pandemia da COVID-19, mudanças na atuação profissional e nas formas de ensino impactaram no processo de capacitação. Assim, o objetivo deste trabalho é descrever a experiência com a realização do curso de extensão remoto “Avaliação Nutricional: Desafios e Perspectivas”, que teve a finalidade de promover atualização e debate sobre tópicos desafiadores e inovadores em avaliação nutricional. O curso foi realizado no período de março a abril de 2021 com carga horária total de 40 horas, com atividades síncronas e assíncronas. O público do curso foi composto por nutricionistas de diversas regiões brasileiras com média de idade de 35,6 anos, com atuação profissional principalmente em nutrição clínica e saúde coletiva. Os relatos dos participantes indicaram que o curso oportunizou aprendizagem e atualização profissional com elevado percentual de participação nas atividades síncronas (88,8%) e assíncronas (78,9%). A realização do curso reafirmou a importância de proporcionar espaços reflexivos sobre os desafios vivenciados pelo nutricionista no âmbito da avaliação nutricional, sendo primordial a busca por novas tecnologias que facilitem e propiciem maior interação e colaboração dos participantes em ambientes virtuais de aprendizagem. Espera-se que a experiência relatada neste artigo promova novas ações pautadas na troca de saberes entre a comunidade acadêmica e a sociedade, contribuindo para a democratização do conhecimento. Palavras-chave: Nutricionistas; Capacitação Profissional; Covid-19; Relações Comunidade-Instituição Training in nutritional assessment: Distance learning experiences during the COVID-19 pandemic Abstract: Training in nutritional assessment is essential to improve the work process of nutritionists. During the COVID-19 pandemic, professional performance and teaching methods changes impacted the training process. Thus, this paper aims to describe the experience with the realization of the remote extension course "Nutrition Assessment: Challenges and Perspectives," which aimed to promote updating and debate about challenging and innovative topics in nutritional assessment. The course was accomplished from March to April 2021 with a total workload of 40 hours, with synchronous and asynchronous activities. The course audience consisted of nutritionists from different Brazilian regions with an average age of 35,6 years old, with professional performance mainly in clinical nutrition and public health. The participants' reports indicated that the course provided an opportunity for learning and professional updating, with a high percentage of participation in synchronous (88.8%) and asynchronous (78.9%) activities. The experience with course development reaffirmed the importance of offering opportunities for reflection about challenges experienced by nutritionists in the context of nutritional assessment, being essential in the search for new technologies that facilitate and provide more significant interaction and collaboration of participants in virtual learning environments. The experience reported in this article is expected to promote new actions based on the exchange of knowledge between the academic community and society, contributing to the democratization of knowledge. Keywords: Nutritionists; Professional Training; Covid-19; Community-Institutional Relations

Introduction and purpose The COVID-19 pandemic, which has been ongoing since early 2020, has significantly affected the health care system worldwide. SARS-CoV-2 virus being the etiological factor of the disease has a high affinity for the renal organ. The purpose of this study was to provide an overview of the current knowledge of the problem of frequent AKI in the course of coronavirus infection, the impact of COVID-19 disease in patients with chronic kidney disease and on renal replacement therapy or dialysis. Review method In the process of writing, we used available articles and scientific papers in Pubmed and Google Scholar databases based on keywords: COVID-19, SARS-CoV-2, AcuteKidneyInjury, ChronicKidneyDisease. State of knowledge SARS-CoV-2 virus enters target cells through the ACE2 receptor. In the pathophysiology of AKI in the course of COVID-19, a key role is attributed to secondary damage mechanisms such as cytokine storm, hypoperfusion with hypoxia, endothelial dysfunction. The incidence of acute kidney injury ranges from 5.1% to 36.6%. The development of AKI, renal transplant status, the presence of chronic kidney disease or renal replacement therapy is associated with an increased risk of severe course and higher mortality on COVID-19. Summary The COVID-19 pandemic has posed new logistical and therapeutic challenges to the health care system. Due to the high tropism of SARS-CoV-2 to the kidneys and the frequent occurrence of AKI during the course of the infection, nephrology patients, those on renal replacement therapy and those awaiting transplantation should be placed under special surveillance. Patients in these groups are at particular risk for a severe course of COVID-19.

The Covid-19 pandemic has had severe and unprecedented consequences in multiple facets of education. Schools, teachers, students and their families were affected and the negative impacts will last for years. The aim of this paper is to identify and explain the sources and consequences of teachers’ job stress and burnout during the pandemic as well as job and life satisfaction. Three sources of stress are emphasised: time allocation changes and workload; the behaviour of students; and the technostress. The empirical research is based on an original online survey applied to middle and high school teachers in Portugal. Information from four time references is collected: before pandemic; first school closure in 2020 (16th Mar – 16th Sep); second school in 2021 (15th Jan – 5th Apr)); at the time of the survey (June-July 2021) The data obtained include characteristics and changes about: teachers and their households; job satisfaction, stress and burnout; life satisfaction; working time and teaching roles; work-life balance; teachings goals, methods, and outcomes; work stressors; working conditions for telework; expectations for teaching year 2021/2020 about job and teaching methods. The results show that teachers’ job stress increased during pandemic and the behaviour and performance of students is it main driver. The difficulties to conciliate work time and personal time are also predictors of teachers’ job stress. Signs of increasing burnout exist.

Emotions and empathy contribute to the development and formation of all people. These factors are most decisive in the developmental stages where the role of stimuli from the environment is also a determining factor. From this maxim, we present a paper that investigates a group of school pupils’ process of transformation regarding their emotional perspective of themselves and the situation that they have had to live through: that of the COVID-19 (SARS-CoV-2) pandemic. Taking into account that the focus of this research is the most significant moments in terms of emotional perception and the primary school students themselves, we deduce that evaluations can be carried out repeatedly and specific situations can be analysed. Consequently, we opt for a qualitative methodology with a single case study method. From this point and the data collected, the results relate to the dif-ferent phases that correspond with the most important events which steer us inevitably towards a “new normality”. Here we refer to events from the ceasing of all activities and free movement (March 2020) to the new situation one year later of inoculations by different vaccines (March 2021).

The COVID-19 pandemic has grown a worldwide health concern and has imposed a significant impact on education. As a result, halfway through the second semester of 2019/2020, learning methods were delivered through distance learning (DL). The purpose of the paper is to study the specifics of online education during the Covid-19 pandemic. A comprehensive diagnostic study of the psychological characteristics of students included the following methods: the test of life-meaning orientations (LMO), adapted by D.A. Leontiev (2006), diagnostics of the motivational structure of personality. Based on the results of the conducted empirical research, duration of study influenced student preference. Plus, Higher number of first-year students preferred DL compared to their seniors. Notwithstanding some challenges, students could adjust to the new education methods of full DL, and the majority recognized combined learning that combined classroom and distance learning can be performed subsequently. The COVID-19 pandemic transforms the application of technology in education and teaching approaches in the near future.