Table 3.
Common themes of the recommendations and findings presented in the included records
| Themes1 | Number of studies | List of studies by first author |
|---|---|---|
| Good health and optimum nutrition 2 | 28 | |
| Approach applied 3 | 12 (42.9%)5 | |
| Participation in artistic, community or sport-related activities | 7 (58.3%)6 | Caldwell, Han, Lemes, Lemos, Malbeouf-Hurtbuise Thompson |
| Aimed to improve cognitive behavioural, socio-emotional, resilient, and adaptive skills and knowledge | 6 (33.3%) | Duan, Kishida, Lemos, Marques, Waters, Yuan |
| Improved mental health outcomes | 4 (33.3%) | Duan, Kishida, Malboeuf-Hurtubise, Zheng |
| Improved anxiety | 3 (25.0%) | Duan, Kishida, Zheng |
| Improved physical activity outcomes | 3 (25.0%) | Caldwell, Han, Lemes |
| Approach suggested 4 | 16 (57.1%)7 | |
| Physical exercise and school sports | 6 (37.5%)8 | Bourion Bédès, Cortes-Garcia, Grimes, LaForge-MacKenzie, McGuine, Zhu (2021 A) |
| Family and parental relationships | 4 (25.0%) | Bourion Bédès, Silk, Wang, Zhu (2022) |
| School and other institutional support | 3 (18.8%) | McCluskey, Parker, Zhu (2022) |
| Social media and technology | 3 (18.8%) | Cortes-Garcia, Liang, Zhu (2021B) |
| Social connection and peer support | 3 (12.5%) | Bourion Bédès, Cortes-Garcia, Jones |
| Nutrition | 2 (18.8%) | Cortes-Garcia, Grimes |
| Connectedness | 22 | |
| Approach applied | 7 (31.8%) | |
| Aimed to improve cognitive behavioural, socio-emotional, resilient, and adaptive skills and knowledge | 4 (57.1%) | Kishida, Li, Marques, Özedemir, Paiva |
| Community support and civic involvement by youth | 3 (42.9%) | Levestek, Paiva, Thompson |
| Improve socio-emotional skills and social support | 3 (42.9%) | Kishida, Levestek, Li, Özedemir |
| Improve mental health outcomes | 2 (28.6%) | Kishida, Levestek |
| Social connectivity through media | 1 (14.3%) | Li |
| Approach suggested | 15 (68.2%) | |
| School belonging, teacher support, and school connectedness | 8 (46.7%) | Bryce, Gadermann, Arslan, Jones, Oinas, Parker, Soon, Zhu (2022) |
| Parenting and family relationships | 7 (53.3%) | Gadermann, Arslan, Jones, Parker, Silk, Wang, Zhu (2021B) |
| Positive impact of social support | 5 (13.3%) | Bourion Bédès, Bryce, Parker, Soon, Zhu (2021 A) |
| Social media, gaming, and technology | 2 (33.3%) | Liang, Zhu (2021B) |
| Safety and a supportive environment | 11 | |
| Approach applied | 2 (18.2%) | |
| Civic involvement by youth | 2 (100.0%) | Paiva, Thompson |
| Approach suggested | 9 (81.8%) | |
| Reporting science media safely and reliably | 3 (33.3%) | Cortes-Garcia, Gadermann, Silk |
| Positive and accessible learning environment | 3 (22.2%) | Oinas, Silk, Zhu (2022) |
| Empower students | 2 (33.3%) | Godawa, Silk |
| Lack of support from schools | 1 (11.1%) | McCluskey |
| Learning, competence, education, skills, and employability | 18 | |
| Approach applied | 9 (50.0%) | |
| Aimed to improve cognitive behavioural, socio-emotional, resilient, and adaptive skills and knowledge | 8 (88.8%) | Caldwell, Kishida, Lemos, Li, Özedemir, Thompson, Waters, Yuan |
| Techniques taught to cope with the pandemic | 2 (22.2%) | Li, Marques |
| Approach suggested | 9 (50.0%) | |
| Recommendation to teach cognitive behavioural, socio-emotional, resilient, and adaptive skills and knowledge | 4 (44.4%) | Arslan, Cortes-Garcia, Oinas, Sciacca, |
| Strategies for teachers and staff | 4 (44.4%) | Cortes-Garcia, McCluskey, Oinas, Silk |
| Recommendation to incorporate peer learning | 3 (33.3%) | Cortes-Garcia, McCluskey, Oinas |
| Academic motivation assessed as a measure | 2 (22.2%) | Bryce, Arslan |
| Importance of parenting on well-being | 2 (22.2%) | Arslan, Sciacca |
| Agency and resilience | 16 | |
| Approach applied | 8 (50.0%) | |
| Aimed to improve cognitive behavioural, socio-emotional, resilient, and adaptive skills and knowledge | 8 (100.0%) | Gadari, Lemos, Levestek, Özedemir, Paiva, Waters, Yuan, Thompson |
| Increased resilience and adaptive skills | 5 (12.5%) | Gadari, Levestek, Özedemir, Waters, Yuan |
| Increased civic engagement | 2 (31.3%) | Paiva, Thompson |
| Approach suggested | 8 (50.0%) | |
| Promote coping and resilience skills | 6 (75.0%) | Bryce, Godawa, Ho, Soon, Wang, Zhu (2022) |
| Social support, connection, relationships, and resilience | 6 (75.0%) | Gadermann, Godawa, Parker, Soon, Wang, Zhu (2022) |
| Establish agency and empowerment for student | 3 (37.5%) | Godawa, Parker, Zhu (2022) |
| Hope and optimism as a protective measure | 2 (25.0%) | Bryce, Gadermann |
| Resilience as a measure | 2 (25.0%) | Ho, Zhu |
1Themes among main findings, conclusions, and recommendations as identified by the research team
2Well-being outcomes as described by Ross DA, Hinton R, Melles-Brewer M, et al. Adolescent well-being: a definition and conceptual framework. J Adolesc Health. 2020;67(4):472–476
3Approach applied includes record that implemented and reported on an approach to mitigate the deleterious impacts of the pandemic on children and youth well-being outcomes
4Approach suggested includes record that provided findings and/or recommendations that have the potential to inform a future approach to mitigate the deleterious impacts of the pandemic on children and youth well-being outcomes
5Percentages demonstrate the total number of records that applied an approach divided by the total number of records categorized under their respective well-being domain
6Percentages demonstrate the total number of records that presented a theme divided by the total number of records under their respective well-being domain that applied an approach
7Percentages demonstrate the total number of records that applied an approach divided by the total number of records categorized under their respective well-being domain
8Percentages demonstrate the total number of records that presented a theme divided by the total number of records under their respective well-being domain that applied an approach