On some implications of COVID-19 on the living conditions of children in families and out-of-family care

To compare the living conditions of children growing in families and out-of-family care (SOS village and municipal child and youth centre) during the Covid-19 pandemic in Latvia. Qualitative methodology based on document analyses, media analyses, observations, semi-structured interviews with authorities, in-depth interviews with parents and social workers. The thematic analyses and mapping were employed. Several indictors for the comparison of living conditions of children were employed  health care, nutrition, private space, access to educational facilities and reAdīness to emergency remote studies, socio-emotional atmosphere, access and understanding of information. Mapping demonstrates different problem groups for children growing in families and out-of-family care. Children growing in families had less access to health care facilities during pandemic than children from out-of-home care. During the 1st wave of pandemic when schools were closed children from poor families and smaller pupils did not receive hot lunches, and the nutrition on average was less healthy. Children from out-of-home care received healthy nutrition.No sufficient private space for each family member. Many families faced insufficient number computers for each family member, internet was not available at appropriate quality. Children in out-of-family care had full coverage with computers and tablets, and good network facilities. Both families with children and children from out-of-home care faced socio-emotional difficulties. Major difficulties in families were related to tension, stress, conflicts among siblings, and children and adults. Major problems in institutions were related to high number of children per carer. The number of children per carer in case of remote education is too high to provide sufficient assistance to help and consult children in all school subjects, help with on-line learning and the help and control of school home tasks. Institutions have employed other professionals (social workers, psychologists, even medical nurses, technical personnel) to provide educational process in the premises of the institutions.