Sunday, Sep 27 2020

Successful educational actions that open doors at schools serve as a tool to prevent child abuse during lockdown for COVID-19

Original posted by Paula Cañaveras

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Scientific Articles

  • Roca, E., Melgar, P., Gairal-Casadó, R., & Pulido-Rodríguez, M. A. (2020). Schools that ‘open doors’ to prevent child abuse in confinement by COVID-19. Sustainability12(11), 4685.
  • Ruiz-Eugenio, L., Toledo del Cerro, A., Gómez-Cuevas, S., & Villarejo-Carballido, B. (2021). Qualitative study on dialogic literary gatherings as co-creation intervention and its impact on psychological and social well-being in women during the COVID-19 lockdown. Frontiers in Public Health9, 602964.
  • Elboj-Saso, C., Cortés-Pascual, A., Íñiguez-Berrozpe, T., Lozano-Blasco, R., & Quílez-Robres, A. (2021). Emotional and educational accompaniment through dialogic literary gatherings: A volunteer project for families who suffer digital exclusion in the context of COVID-19. Sustainability13(3), 1206.
  • Ruiz-Eugenio, L., Roca-Campos, E., León-Jiménez, S., & Ramis-Salas, M. (2020). Child well-being in times of confinement: the impact of dialogic literary gatherings transferred to homes. Frontiers in psychology11, 567449.

Explanation of the Post

Nine schools from Valencia and Murcia (Spain) have implemented an instrument to face child abuse during confinement caused by COVID-19 by involving teachers and researchers in a typical project: Open Doors Schools. According to research, these institutions have perceived an increase in support relationships and a safe environment; both are considered key in child abuse prevention.

More research is needed to prove this tool’s progress, improvement, and impact on students at risk of suffering from child abuse.

Other sources

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  1. Ensuring children’s safety and well-being has been a priority since the COVID-19 outbreak. From institutions such as the Centre on the Developing Child, Harvard University (2020), recommendations emphasise the need for community-based spaces and virtual contact with friends for protecting against stress and promoting well-being. The Child Welfare Information Gateway (2020) has also stressed the need for family support and those community-based practices.

    Specific evidence on the role of Successful Educational Actions (SEAs) regarding the conception of safe and supportive environments in confinement times, through open doors actions can also be found in Ruiz-Eugenio et al. (2020), in line with this statement. In this particular research, conducted with six diverse schools (primary, secondary and special education centres) it is shown how the interactions and relationships happened in the Dialogic Literary Gatherings (DLGs) SEA transferred to homes through online means have demonstrated not only to uphold quality learning in a pandemic situation, but also to promote well-being in a twofold sense: on the one hand, child well-being of the students, especially for those most vulnerable, and, on the other hand, well-being of their families. This study analyses the educational, the social and the emotional dimensions of subjective well-being, demonstrating the positive impact of DLGs on those areas in a lockdown situation. According to participants’ voices, it is desirable to extend those online actions beyond confinement as a new learning environment, opening more possibilities for sharing safe and supportive contexts with families or other schools’ students.


    Center on the Developing Child, Harvard University (2020).
    Child Welfare Information Gateway (2020).
    Ruiz-Eugenio et al. (2020) manuscript.

  2. The online Dialogic Literary Gatherings during the COVID-19 pandemic lockdown, as a successful educational action and “open doors action”, have also contributed to breaking the feeling of isolation and loneliness suffered by older women living alone (Ruiz-Eugenio et al. 2021). This study focuses on the case of an online DLG that was promoted by an adult school in the city of Barcelona during the first confinement from March to June 2020. Most of the people who participated in this online DLG were older adults, many of them women living alone.
    In this qualitative case study, in-depth interviews were conducted with participants in the online DLG and with the educators. The results show that this online DLG contributed to creating a supportive environment that broke the feeling of social isolation produced by confinement and improved the psychological and social well-being of the participants. This case study provided evidence that online DLGs as an ” open doors action” can be successfully replicated in other contexts, in this case, in adult education.


    Ruiz-Eugenio, L.; Toledo del Cerro, A.; Gómez-Cuevas, S.; Villarejo-Carballido, B. (2021). Qualitative Study on Dialogic Literary Gatherings as Co-creation Intervention and Its Impact on Psychological and Social Well-Being in Women During the COVID-19 Lockdown. Frontiers in Public Health.

  3. In order to improve educational conditions of families lacking digital resources during the home lockdown associated with the COVID-19 crisis, a project of educational and emotional support through books featuring Dialogic Literary Gatherings was carried out, with the name “Books that Bring People Together”. Results of a quantitative analysis carried out with the participation of 63 volunteers show that families found that accompaniment improved the quality of life of their children, making them feel loved and accompanied. In addition, the family atmosphere was improved, as did the children’s interest in reading. This model of training led to greater involvement, motivation, and interest, thereby complying with a transversal axis of the process—community participation.

    Source: Elboj-Saso, C.; Cortés-Pascual, A.; Íñiguez-Berrozpe, T.; Lozano-Blasco, R.; Quílez-Robres, A. Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19. Sustainability 202113, 1206.

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