Appendix 3 | Applying the CRIA tool to COVID-19 pandemic policy and legislation relating to the closure of schools and early childhood education and care in Australia Children from culturally and linguistically diverse and refugee backgrounds (continued) Children with disability • Mental health concerns: Studies recognise the negative impacts on the mental health of children from First Nations and CALD backgrounds as a result of racism and stigma associated with the virus and the lack of culturally appropriate resources and information that met the needs of diverse communities.196 Positive – Article 28: Right to education; Article 6: Right to life, survival and development • Home as a better learning environment: Victoria’s Commission for Children and Young People reported some children with disability found remote learning a positive experience as they were able to learn at their own pace, had less distractions, experienced less social anxiety and bullying.197 Negative – Article 28: Right to education; Article 24: Right to health; Article 6: Right to life, survival and development • Apprehension around learning: Distress, hopelessness and uncertainty around school closures and remote learning was a common theme identified in research conducted by children and young people with disability.198 Many children with disabilities also reported feeling stressed about losing learning progress due to remote education.199 • Reduced learning supports at home: Research conducted by CYDA suggested families with children with disability found it challenging to provide the support and attentiveness that their children required when schools were closed.200 Parents often reported that it was difficult to do this on top of their existing and other responsibilities.201 Those working with children and young people with disability in Victoria reported ‘limited access to appropriate online learning, and that supports were not tailored to students’ individual needs or were unavailable’.202 78 |