Social connectedness and loneliness in school for autistic and allistic children.

Many previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e.

Social connectedness at the playground before and after COVID-19 school closure.

Social connectedness at school is crucial to children's development, yet very little is known about the way it has been affected by school closures during COVID-19 pandemic. We compared pre-post lockdown levels of social connectedness at a school playground in forty-three primary school-aged children, using wearable sensors, observations, peer nominations and self-reports. Upon school reopening, findings from sensors and peer nominations indicated increases in children's interaction time, network diversity and network centrality.

The impact of loose-parts-play on schoolyard social participation of children with and without disabilities: A case study.

Background: Outdoor social participation in the school playground is crucial for children's socio-emotional and cognitive development. Yet, many children with disabilities in mainstream educational settings are not socially included within their peer group. We examined whether loose-parts-play (LPP), a common and cost-effective intervention that changes the playground play environment to enhance child-led free play, can promote social participation for children with and without disabilities.

Correction: Nasri et al. A Novel Data-Driven Approach to Examine Children's Movements and Social Behaviour in Schoolyard Environments. 2022, , 1177.

The authors request the following corrections because the changes made according to the second round of the review process were not included in the original publication [...

A Novel Data-Driven Approach to Examine Children's Movements and Social Behaviour in Schoolyard Environments.

(1) Many children in schoolyards are excluded from social interactions with peers on a daily basis. For these excluded children, schoolyard environments often contain features that hinder, rather than facilitate, their participation. These features may include lack of appropriate play equipment, overcrowded areas, or insufficient supervision.