Impact Of Sars-Cov-2 And Its Reverberation In Global Higher Education And Mental Health
Identifieur interne : 000B28 ( Pmc/Corpus ); précédent : 000B27; suivant : 000B29Impact Of Sars-Cov-2 And Its Reverberation In Global Higher Education And Mental Health
Auteurs : Francisco Jonathan De Oliveira Araújo ; Ligia Samara Abrantes De Lima ; Pedro Ivo Martins Cidade ; Camila Bezerra Nobre ; Modesto Leite Rolim NetoSource :
- Psychiatry Research [ 0165-1781 ] ; 2020.
Abstract
UNESCO estimates that the closure of educational institutions because of the pandemic is affecting half of the world's students – 890 million in 114 countries. Although temporary school closures as a result of health crises and other emergencies are not new, the global scale and speed of the current educational disruption are unfortunately unmatched and, if prolonged, may cause psychological pain and suffering at different levels. The outbreak has changed the schedule of conferences and sports events, and institutions are canceling classroom-based classes and converting them to online sessions. Colleges are being forced to consider large-scale preventive measures to keep students and professors healthy as well as to create plans for when infections materialize on campus. By discussing online and distance education, the coronavirus opens an important and urgent issue that affects mental health – these are virtually unexplored topics, and their results have not been validated yet.
Url:
DOI: 10.1016/j.psychres.2020.112977
PubMed: 32302818
PubMed Central: 7152919
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PMC:7152919Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Impact Of Sars-Cov-2 And Its Reverberation In Global Higher Education And Mental Health</title><author><name sortKey="Araujo, Francisco Jonathan De Oliveira" sort="Araujo, Francisco Jonathan De Oliveira" uniqKey="Araujo F" first="Francisco Jonathan De Oliveira" last="Araújo">Francisco Jonathan De Oliveira Araújo</name><affiliation><nlm:aff id="aff0001">Federal University of Campina Grande (UFCG), Cuité, Paraíba, Brazil</nlm:aff></affiliation></author><author><name sortKey="De Lima, Ligia Samara Abrantes" sort="De Lima, Ligia Samara Abrantes" uniqKey="De Lima L" first="Ligia Samara Abrantes" last="De Lima">Ligia Samara Abrantes De Lima</name><affiliation><nlm:aff id="aff0002">School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</nlm:aff></affiliation></author><author><name sortKey="Cidade, Pedro Ivo Martins" sort="Cidade, Pedro Ivo Martins" uniqKey="Cidade P" first="Pedro Ivo Martins" last="Cidade">Pedro Ivo Martins Cidade</name><affiliation><nlm:aff id="aff0002">School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</nlm:aff></affiliation></author><author><name sortKey="Nobre, Camila Bezerra" sort="Nobre, Camila Bezerra" uniqKey="Nobre C" first="Camila Bezerra" last="Nobre">Camila Bezerra Nobre</name><affiliation><nlm:aff id="aff0002">School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</nlm:aff></affiliation></author><author><name sortKey="Neto, Modesto Leite Rolim" sort="Neto, Modesto Leite Rolim" uniqKey="Neto M" first="Modesto Leite Rolim" last="Neto">Modesto Leite Rolim Neto</name><affiliation><nlm:aff id="aff0002">School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</nlm:aff></affiliation><affiliation><nlm:aff id="aff0003">School of Medicine, Federal University of Cariri (UFCA) – Barbalha, Ceará, Brazil.</nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">32302818</idno><idno type="pmc">7152919</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7152919</idno><idno type="RBID">PMC:7152919</idno><idno type="doi">10.1016/j.psychres.2020.112977</idno><date when="2020">2020</date><idno type="wicri:Area/Pmc/Corpus">000B28</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Corpus" wicri:corpus="PMC">000B28</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Impact Of Sars-Cov-2 And Its Reverberation In Global Higher Education And Mental Health</title><author><name sortKey="Araujo, Francisco Jonathan De Oliveira" sort="Araujo, Francisco Jonathan De Oliveira" uniqKey="Araujo F" first="Francisco Jonathan De Oliveira" last="Araújo">Francisco Jonathan De Oliveira Araújo</name><affiliation><nlm:aff id="aff0001">Federal University of Campina Grande (UFCG), Cuité, Paraíba, Brazil</nlm:aff></affiliation></author><author><name sortKey="De Lima, Ligia Samara Abrantes" sort="De Lima, Ligia Samara Abrantes" uniqKey="De Lima L" first="Ligia Samara Abrantes" last="De Lima">Ligia Samara Abrantes De Lima</name><affiliation><nlm:aff id="aff0002">School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</nlm:aff></affiliation></author><author><name sortKey="Cidade, Pedro Ivo Martins" sort="Cidade, Pedro Ivo Martins" uniqKey="Cidade P" first="Pedro Ivo Martins" last="Cidade">Pedro Ivo Martins Cidade</name><affiliation><nlm:aff id="aff0002">School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</nlm:aff></affiliation></author><author><name sortKey="Nobre, Camila Bezerra" sort="Nobre, Camila Bezerra" uniqKey="Nobre C" first="Camila Bezerra" last="Nobre">Camila Bezerra Nobre</name><affiliation><nlm:aff id="aff0002">School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</nlm:aff></affiliation></author><author><name sortKey="Neto, Modesto Leite Rolim" sort="Neto, Modesto Leite Rolim" uniqKey="Neto M" first="Modesto Leite Rolim" last="Neto">Modesto Leite Rolim Neto</name><affiliation><nlm:aff id="aff0002">School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</nlm:aff></affiliation><affiliation><nlm:aff id="aff0003">School of Medicine, Federal University of Cariri (UFCA) – Barbalha, Ceará, Brazil.</nlm:aff></affiliation></author></analytic><series><title level="j">Psychiatry Research</title><idno type="ISSN">0165-1781</idno><idno type="eISSN">1872-7123</idno><imprint><date when="2020">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><title>Highlights</title><p><list list-type="simple" id="celist0001"><list-item id="celistitem0001"><label>•</label><p id="para0001">UNESCO estimates that the closure of educational institutions because of the pandemic is affecting half of the world's students – 890 million in 114 countries.</p></list-item><list-item id="celistitem0002"><label>•</label><p id="para0002">Although temporary school closures as a result of health crises and other emergencies are not new, the global scale and speed of the current educational disruption are unfortunately unmatched and, if prolonged, may cause psychological pain and suffering at different levels.</p></list-item><list-item id="celistitem0003"><label>•</label><p id="para0003">The outbreak has changed the schedule of conferences and sports events, and institutions are canceling classroom-based classes and converting them to online sessions. Colleges are being forced to consider large-scale preventive measures to keep students and professors healthy as well as to create plans for when infections materialize on campus.</p></list-item><list-item id="celistitem0004"><label>•</label><p id="para0004">By discussing online and distance education, the coronavirus opens an important and urgent issue that affects mental health – these are virtually unexplored topics, and their results have not been validated yet.</p></list-item></list></p></div></front><back><div1 type="bibliography"><listBibl><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct></listBibl></div1></back></TEI><pmc article-type="letter"><pmc-dir>properties open_access</pmc-dir>
<front><journal-meta><journal-id journal-id-type="nlm-ta">Psychiatry Res</journal-id><journal-id journal-id-type="iso-abbrev">Psychiatry Res</journal-id><journal-title-group><journal-title>Psychiatry Research</journal-title></journal-title-group><issn pub-type="ppub">0165-1781</issn><issn pub-type="epub">1872-7123</issn><publisher><publisher-name>Elsevier B.V.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">32302818</article-id><article-id pub-id-type="pmc">7152919</article-id><article-id pub-id-type="publisher-id">S0165-1781(20)30700-9</article-id><article-id pub-id-type="doi">10.1016/j.psychres.2020.112977</article-id><article-id pub-id-type="publisher-id">112977</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>Impact Of Sars-Cov-2 And Its Reverberation In Global Higher Education And Mental Health</article-title></title-group><contrib-group><contrib contrib-type="author" id="au0001"><name><surname>Araújo</surname><given-names>Francisco Jonathan de Oliveira</given-names></name><xref rid="aff0001" ref-type="aff">a</xref></contrib><contrib contrib-type="author" id="au0002"><name><surname>de Lima</surname><given-names>Ligia Samara Abrantes</given-names></name><xref rid="aff0002" ref-type="aff">b</xref></contrib><contrib contrib-type="author" id="au0003"><name><surname>Cidade</surname><given-names>Pedro Ivo Martins</given-names></name><xref rid="aff0002" ref-type="aff">b</xref></contrib><contrib contrib-type="author" id="au0004"><name><surname>Nobre</surname><given-names>Camila Bezerra</given-names></name><xref rid="aff0002" ref-type="aff">b</xref></contrib><contrib contrib-type="author" id="au0005"><name><surname>Neto</surname><given-names>Modesto Leite Rolim</given-names></name><email>modesto.neto@ufca.edu.br</email><xref rid="aff0002" ref-type="aff">b</xref><xref rid="aff0003" ref-type="aff">c</xref><xref rid="cor0001" ref-type="corresp">⁎</xref></contrib></contrib-group><aff id="aff0001"><label>a</label>Federal University of Campina Grande (UFCG), Cuité, Paraíba, Brazil</aff><aff id="aff0002"><label>b</label>School of Medicine of Juazeiro do Norte (FMJ/Estácio) – Juazeiro do Norte, Ceará, Brazil.</aff><aff id="aff0003"><label>c</label>School of Medicine, Federal University of Cariri (UFCA) – Barbalha, Ceará, Brazil.</aff><author-notes><corresp id="cor0001"><label>⁎</label>Correspondence author: Modesto Leite Rolim Neto, School of Medicine, Federal University of Cariri, UFCA, Barbalha, Ceará, Brazil <email>modesto.neto@ufca.edu.br</email></corresp></author-notes><pub-date pub-type="pmc-release"><day>12</day><month>4</month><year>2020</year></pub-date><pmc-comment> PMC Release delay is 0 months and 0 days and was based on .</pmc-comment>
<pub-date pub-type="epub"><day>12</day><month>4</month><year>2020</year></pub-date><elocation-id>112977</elocation-id><history><date date-type="received"><day>27</day><month>3</month><year>2020</year></date><date date-type="rev-recd"><day>29</day><month>3</month><year>2020</year></date><date date-type="accepted"><day>29</day><month>3</month><year>2020</year></date></history><permissions><copyright-statement>© 2020 Elsevier B.V. All rights reserved.</copyright-statement><copyright-year>2020</copyright-year><copyright-holder></copyright-holder><license><license-p>Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.</license-p></license></permissions><abstract abstract-type="author-highlights" id="abs0001"><title>Highlights</title><p><list list-type="simple" id="celist0001"><list-item id="celistitem0001"><label>•</label><p id="para0001">UNESCO estimates that the closure of educational institutions because of the pandemic is affecting half of the world's students – 890 million in 114 countries.</p></list-item><list-item id="celistitem0002"><label>•</label><p id="para0002">Although temporary school closures as a result of health crises and other emergencies are not new, the global scale and speed of the current educational disruption are unfortunately unmatched and, if prolonged, may cause psychological pain and suffering at different levels.</p></list-item><list-item id="celistitem0003"><label>•</label><p id="para0003">The outbreak has changed the schedule of conferences and sports events, and institutions are canceling classroom-based classes and converting them to online sessions. Colleges are being forced to consider large-scale preventive measures to keep students and professors healthy as well as to create plans for when infections materialize on campus.</p></list-item><list-item id="celistitem0004"><label>•</label><p id="para0004">By discussing online and distance education, the coronavirus opens an important and urgent issue that affects mental health – these are virtually unexplored topics, and their results have not been validated yet.</p></list-item></list></p></abstract><abstract id="abs0002"><sec><title>Background</title><p>: According to UNESCO's monitoring, more than 160 countries implemented nationwide closures, which impacted over 87% of the world's student population. Several other countries implemented localized school closures; should these closures become nationwide, millions of additional learners will experience education disruption. Universities from around the world have been uncertain about how long the coronavirus crisis will last and how it might affect the mental health of students and faculty. The psychological impact has been a critical disruptor, creating anxiety and uncertainty.</p></sec><sec><title>Method</title><p>: The data were cross-checked with information from the main international newspapers.</p></sec><sec><title>Results</title><p>: By discussing online and distance education, the coronavirus opens an important and urgent issue that affects mental health – these are virtually unexplored topics, and their results have not been validated yet. Online education is not limited to distance education, as it regards a grouping of learning/teaching procedures completed in cyberspace. Blended learning was, thus, introduced as a tool in personalized learning to adjust to new realities. These are unprecedented circumstances, and we understand they create stress, favoring anguish and a fierce search for new knowledge acquisition.</p></sec><sec><title>Conclusions</title><p>: Current research highlights that anxiety and depression, exacerbated by uncertainties and intensification of the information flow, will grow extensively. Negative physiological consequences of stress will manifest. For instance, loneliness, which will increase under these circumstances, seems to have a negative impact on education and, therefore, on psychological pain and suffering.</p></sec></abstract><kwd-group id="keys0001"><title>Keywords</title><kwd>Education</kwd><kwd>COVID-19</kwd><kwd>Mental Health</kwd></kwd-group></article-meta></front><body><p id="para0009">UNESCO estimates that the closure of educational institutions because of the pandemic is affecting half of the world's students – 890 million in 114 countries. Online teaching is now a new routine for some students, but it presents significant challenges. Not all learners have access to this kind of education, considering social inequality in many nations (<xref rid="bib0002" ref-type="bibr">UNESCO, 2020</xref>; <xref rid="bib0001" ref-type="bibr">FVG, 2020</xref>). According to UNESCO's monitoring, more than 160 countries implemented nationwide closures, which impacted over 87% of the world's student population. Several other countries implemented localized school closures; should these closures become nationwide, millions of additional learners will experience education disruption (<xref rid="bib0002" ref-type="bibr">UNESCO, 2020</xref>). Universities from around the world have been uncertain about how long the coronavirus crisis will last and how it might affect the mental health of students and faculty. The psychological impact has been a critical disruptor, creating anxiety and uncertainty (<xref rid="bib0003" ref-type="bibr">CNN, 2020</xref>).</p><p id="para0010">People must continue learning, especially underprivileged children and youngsters, who are mostly affected by school closures, and that is a massive problem to be solved. Although temporary school closures as a result of health crises and other emergencies are not new, the global scale and speed of the current educational disruption are unfortunately unmatched and, if prolonged, may cause psychological pain and suffering at different levels (<xref rid="bib0004" ref-type="bibr">ABC News, 2020</xref>). When learners, parents and teachers get nervous, they make different decisions. With great fear of a strong economic deceleration caused by the coronavirus outbreak, most students and parents now claim that accessibility, the weight of doubt and, above all, the debts that usually accompany a diploma are the main concerns (<xref rid="bib0005" ref-type="bibr">CNBC, 2020</xref>).</p><p id="para0011">The outbreak has changed the schedule of conferences and sports events, and institutions are canceling classroom-based classes and converting them to online sessions. Colleges are being forced to consider large-scale preventive measures to keep students and professors healthy as well as to create plans for when infections materialize on <italic>campus</italic>. Educational institutions have also been dealing with the impact on exchange programs and foreign students. Colleges and universities must continue to address these and other series of profound and complex challenges in the short term. The real danger, however, may be in the long-term effects of the epidemic. Years of budget cuts and failure to meet students’ basic needs make higher education especially vulnerable and potentially unequipped to handle a crisis like this (<xref rid="bib0006" ref-type="bibr">Inside Higher Ed, 2020</xref>). Current evidence shows that poor students will suffer more. About half of community college students and up to a third of four-year college and university students already face insecurity, fear, sense of loss and mood swings (<xref rid="bib0007" ref-type="bibr">The Hechinger, 2020</xref>).</p><p id="para0012">Experts warn that the impact of this lethal SARS-CoV-2 will reverberate in global higher education much longer after the outbreak has been finally controlled. In the most affected areas, universities face the prospect of missing an entire semester or even more (<xref rid="bib0008" ref-type="bibr">The World University Rankings, 2020</xref>). Universities must consider different approaches to deal with the coronavirus to make foreign students more comfortable. Many students completing graduate programs face anxiety and panic due to the numerous implications for courses, assignments, seminars and thesis defenses (<xref rid="bib0009" ref-type="bibr">The Guardian, 2020</xref>). The global scale and speed of the current educational disruption are new (<xref rid="bib0010" ref-type="bibr">UN News, 2020</xref>).</p><p id="para0013">By discussing online and distance education, the coronavirus opens an important and urgent issue that affects mental health – these are virtually unexplored topics, and their results have not been validated yet. Online education is not limited to distance education, as it regards a grouping of learning/teaching procedures completed in cyberspace. Blended learning was, thus, introduced as a tool in personalized learning to adjust to new realities (<xref rid="bib0012" ref-type="bibr">USP, 2020</xref>). These are unprecedented circumstances, and we understand they create stress, favoring anguish and a fierce search for new knowledge acquisition (<xref rid="bib0011" ref-type="bibr">Lifestyle, 2020</xref>).</p><p id="para0014">Thus, current research highlights that anxiety and depression, exacerbated by uncertainties and intensification of the information flow, will grow extensively. Negative physiological consequences of stress will manifest. For instance, loneliness, which will increase under these circumstances, seems to have a negative impact on education and, therefore, on psychological pain and suffering.</p><sec id="sec0001"><title>Authors’ contributions</title><p id="para0015">MLRN, and FJOA designed the review, developed the inclusion criteria, screened titles and abstracts, appraised the quality of included papers, and drafted the manuscript.</p><p id="para0016">MMM, FJOA, PIMC, LSAL and CBN reviewed the study protocol and inclusion criteria and provided substantial input to the manuscript.</p><p id="para0017">MLRN and FJOA reviewed the study protocol. MLRN read and screened articles for inclusion. All authors critically reviewed drafts and approved the final manuscript.</p></sec><sec id="sec0002"><title>Funding</title><p id="para0018">The Research Group: Suicidology – Universidade Federal do Ceará (UFC) and Brazilian National Council for Scientific and Technological Development (CNPq) – institution linked to the Brazilian Department of Science, Technology and Innovation to encourage research in Brazil.</p></sec><sec sec-type="COI-statement"><title>Conflict of interests</title><p id="para0019">The authors declare that they have no competing interests.</p></sec></body><back><ref-list id="cebibl1"><title>References</title><ref id="bib0001"><mixed-citation publication-type="other" id="othref0001">FVG, 2020. Webinar discusses education challenges during coronavirus pandemic. <ext-link ext-link-type="uri" xlink:href="https://portal.fgv.br/en/news/webinar-discusses-education-challenges-during-coronavirus-pandemic" id="interref0001">https://portal.fgv.br/en/news/webinar-discusses-education-challenges-during-coronavirus-pandemic</ext-link></mixed-citation></ref><ref id="bib0002"><mixed-citation publication-type="other" id="othref0002">UNESCO, 2020. COVID-19 educational disruption and response. <ext-link ext-link-type="uri" xlink:href="https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures" id="interref0002">https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures</ext-link></mixed-citation></ref><ref id="bib0003"><mixed-citation publication-type="other" id="othref0003">CNN, 2020. Why the impact of coronavirus could be particularly bad on college campuses.<ext-link ext-link-type="uri" xlink:href="https://edition.cnn.com/2020/03/07/health/universities-coronavirus-impact/index.html" id="interref0003">https://edition.cnn.com/2020/03/07/health/universities-coronavirus-impact/index.html</ext-link></mixed-citation></ref><ref id="bib0004"><mixed-citation publication-type="other" id="othref0004">ABC News, 2020. The global impact of coronavirus on education. <ext-link ext-link-type="uri" xlink:href="https://abcnews.go.com/International/global-impact-coronavirus" id="interref0004">https://abcnews.go.com/International/global-impact-coronavirus</ext-link>education/story?id=69411738</mixed-citation></ref><ref id="bib0005"><mixed-citation publication-type="other" id="othref0005">CNBC, 2020. Coronavirus may drive more high school seniors to in-state public colleges. <ext-link ext-link-type="uri" xlink:href="https://www.cnbc.com/2020/03/17/coronavirus-will-cause-more-high-school-seniors-to-pick-local-colleges.html" id="interref0005">https://www.cnbc.com/2020/03/17/coronavirus-will-cause-more-high-school-seniors-to-pick-local-colleges.html</ext-link></mixed-citation></ref><ref id="bib0006"><mixed-citation publication-type="other" id="othref0006">Inside Higher Education, 2020. Coronavirus could cause a long-term higher education crisis. <ext-link ext-link-type="uri" xlink:href="https://www.insidehighered.com/views/2020/03/12/coronavirus-could-have-long-term-impact-state-funding-universities-opinion" id="interref0006">https://www.insidehighered.com/views/2020/03/12/coronavirus-could-have-long-term-impact-state-funding-universities-opinion</ext-link></mixed-citation></ref><ref id="bib0007"><mixed-citation publication-type="other" id="othref0007">The Hechinger, 2020. Tears, confusion and financial woes as colleges abruptly end semesters and send students home. <ext-link ext-link-type="uri" xlink:href="https://hechingerreport.org/tears-confusion-and-financial-woes-as-colleges-abruptly-end-semesters-and-send-students-home/" id="interref0007">https://hechingerreport.org/tears-confusion-and-financial-woes-as-colleges-abruptly-end-semesters-and-send-students-home/</ext-link></mixed-citation></ref><ref id="bib0008"><mixed-citation publication-type="other" id="othref0008">The World University Rankings, 2020. Universities brace for lasting impact of coronavirus outbreak. <ext-link ext-link-type="uri" xlink:href="https://www.timeshighereducation.com/news/universities-brace-lasting-impact-coronavirus-outbreak" id="interref0008">https://www.timeshighereducation.com/news/universities-brace-lasting-impact-coronavirus-outbreak</ext-link></mixed-citation></ref><ref id="bib0009"><mixed-citation publication-type="other" id="othref0009">The Guardian, 2020. UK universities face cash black hole amid coronavirus crisis. <ext-link ext-link-type="uri" xlink:href="https://www.theguardian.com/education/2020/mar/06/uk-universities-face-cash-black-hole-coronavirus-crisis" id="interref0009">https://www.theguardian.com/education/2020/mar/06/uk-universities-face-cash-black-hole-coronavirus-crisis</ext-link></mixed-citation></ref><ref id="bib0010"><mixed-citation publication-type="other" id="othref0010">UN News, 2020. Coronavirus update: 290 million students now stuck at home. <ext-link ext-link-type="uri" xlink:href="https://news.un.org/en/story/2020/03/1058791" id="interref0010">https://news.un.org/en/story/2020/03/1058791</ext-link></mixed-citation></ref><ref id="bib0011"><mixed-citation publication-type="other" id="othref0011">Lifestyle, 2020. How coronavirus will impact students. <ext-link ext-link-type="uri" xlink:href="https://www.savethestudent.org/save-money/lifestyle/coronavirus-advice-university.html" id="interref0011">https://www.savethestudent.org/save-money/lifestyle/coronavirus-advice-university.html</ext-link></mixed-citation></ref><ref id="bib0012"><mixed-citation publication-type="other" id="othref0012">USP, 2020. Coronavírus viraliza educação on-line. <ext-link ext-link-type="uri" xlink:href="https://jornal.usp.br/artigos/coronavirus-viraliza-educacao-online/" id="interref0012">https://jornal.usp.br/artigos/coronavirus-viraliza-educacao-online/</ext-link></mixed-citation></ref></ref-list><ack id="ack0001"><title>Acknowledgements</title><p>The authors would like to thank the Research Group: Suicidology – Universidade Federal do Ceará (UFC) and Brazilian National Council for Scientific and Technological Development (CNPq) – institution linked to the Brazilian Department of Science, Technology and Scientific Writing Lab, Medicine School – Universidade Federal of Cariri (UFCA).</p></ack></back></pmc></record>Pour manipuler ce document sous Unix (Dilib)
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