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 Aboriginal and Torres Strait Islander children (continued) Children living in low socioeconomic households and/ or rural and remote areas • Mental health concerns: Research suggests that the pandemic had a negative impact on Aboriginal and Torres Strait Islander children’s mental health and wellbeing – such as increased rates of suicide, substance abuse and domestic violence as a result of social isolation, increased stresses throughout COVID-19 lockdowns, lack of community supports, limitations on travelling, inability to engage with culture, and sensationalised media reporting.189 These impacts were experienced at higher levels compared to the general population due to racism, intergenerational trauma, social, cultural and legal discrimination, and limitations placed on protective factors such as family and community supports.190 Positive – Article 24: Right to health • Increased access to healthcare: The introduction of telehealth created greater accessibility to health services that were previously unreachable or unaffordable (due to physical travel costs) for some families living in low socio-economic households and/or rural and remote areas.191 Negative – Article 28: Right to education; Article 24: Right to health Children from culturally and linguistically diverse and refugee backgrounds • Digital divide: Research indicates that low-income households and those in remote areas have on average half as many desktop, laptop, or tablet computers as middle-income households.192 Some students did not have access to an appropriate device for online learning or were required to share a device with parents or siblings. • Reduced access to health services: Services and supports provided through schools were not available when schools were closed. Negative – Article 28: Right to education; Article 24: Right to health; Article 6: Right to life, survival and development • Reduced learning supports: Remote learning was reported as particularly difficult for some students whose parents spoke limited English, had lower levels of education, high levels of stress, and/or complex problems like mental ill-health or disabilities, as they were unable to offer the support that their children required.193 • Not having a conducive learning environment at home: Some children reported difficulties in finding a quiet place to study.194 Some families from refugee backgrounds and First Nations families have large extended families, often crossing several generations, and living in small homes.195 Safeguarding Children: Using a child rights impact assessment to improve our laws and policies | 77