- 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. Sustainability, 12(11), 4685. https://www.mdpi.com/2071-1050/12/11/4685
- 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 Health.
- 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 2021, 13, 1206. https://doi.org/10.3390/su13031206
- 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 Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.567449/full#B4
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.