children’s experiences with digital learning during … · experiences. in spring 2020, 7017...

CHILDREN’S EXPERIENCES WITHDIGITAL LEARNING DURING COVID-19 PERIOD– FINDINGS FROM THE CHILDREN’S ADVISORY PANEL

June 2020

TABLE OF CONTENTS

3 INTRODUCTION

9 RESULTS – GAINS AND CHALLENGES

12RESULTS - SORTED BY COUNTRY AND

QUESTION AREA

40SCORECARDS

- ALL COUNTRIES SORTED BY

QUESTION AND AGE GROUP

86 METHOD AND SCOPE

INTRODUCTION

THE CHILDREN’S ADVISORY PANEL

The Children’s Advisory Panel (CAP) is an initiative by Telia

Company in collaboration with child rights organizations and schools

in seven countries across the Nordics and the Baltics. It was created

to get a better understanding of children’s own perspectives of

online and digital aspects of life by listening to them through

quantitative and qualitative co-creative methods.

Due to COVID19 pandemic the schools in Denmark, Estonia,

Finland, Latvia, Lithuania and Norway, as well as high school level

in Sweden were closed during spring 2020, causing children and

young people to participate in school work over digital channels. The

home schooling via digital channels presented both a set of

challenges and opportunities for children, parents, schools, teachers

and local municipalities. The purpose of this study is to better

understand how the children have experienced the period they have

studied online from home during the COVID-19 pandemic. It is

important for us to listen to the children’s own perspective and

experiences.

In spring 2020, 7017 10-18 -year-olds from 7 Nordic and Baltic countries

participated in the digital CAP study and shared their experiences with

digital learning during COVID-19 pandemic.

Participating organizations

The child rights organization World Childhood Foundation is a main

partner for the Children’s Advisory Panel, to ensure a professional

approach to the child perspective. On a national level the following child

rights organisations have been involved in the project: Bris, Friends,

Generation Pep and Save the Children Centre for Child Rights and

Business in Sweden, Estonian Union for Child Welfare in Estonia,

Save the Children in Finland and Dross Internets in Latvia.

Ipsos, a research and analysis company, has managed the study,

analysed the material and produced this report from the study.

Implications of the study

Findings of the Children’s Advisory Panel that are shared in this report

will also be communicated by Telia Company and its partners through

various channels. Telia Company also invites further discussion with the

ICT industry, child rights organizations and society.

The rapid development of technology and

communications networks in recent years has

made it possible for young people to be online

all day, every day. Many children have

smartphones that allow them constant mobile

connectivity. It has become an essential part of

their lives.

.

FOREWORD BY THE WORLD CHILDHOOD FOUNDATION

Children’s right to education is a fundamental part of society.

Already in 1948 The Universal Declaration of Human Rights stated

that everyone has the right to education and that education should

aim for the full development of the human personality, including

promoting understanding, tolerance and friendship among all

people. We also know that education plays an essential part in

keeping children safe, both by teaching them about their rights and

giving them access to support and a safe space.

Our connected world in 2020 is dramatically different from 1948,

and children’s right and access to education have never been higher

on the global agenda. What has evolved over time is the

understanding of how important it is for children’s voices to be heard

on all matters affecting them. The Children’s Advisory Panel 2020 is

yet again invoking Article 12 of the UN Convention on the Rights of

the Child – that children have a right to express their views and

have them taken seriously.

The COVID-19 pandemic abruptly resulted in millions of children being

forced to only access their teachers, friends and classes via online tools.

Across the Nordic and Baltic countries, parents, teachers, politicians and

journalists started discussing the psychological, financial and physical

challenges this sudden thrust into online learning meant.

But children’s perspectives have been missing in the general discourse.

What are their thoughts and needs? Do they feel safe and supported?

What can we as adults learn from them?

The insights in this report – as shared with us by children themselves –

can help us gain a deeper understanding of how to improve digital

learning both for the immediate future, and as a tool towards achieving

the still unfulfilled goals set out in the hopefulness of 1948, namely

education for all and for the betterment of humankind. And children can

bring us there.

Susanne Drakborg

Program Manager

WORLD CHILDHOOD FOUNDATION

www.childhood.org

World Childhood Foundation has long partnered with Telia Company on issues concerning children’s safety online. Our participation in Telia’s

Children’s Advisory Panel initiative is a proud part of that collaboration.

TELIA CAP ON DIGITAL LEARNING - RESULTS IN SUMMARY

When the children participating in this study evaluated their overall

experience of digital studying from home, a majority stated that they

were very satisfied with this period of time. However, the overall

satisfaction is highly effected by whether the child has good access

to the internet and to devices needed for participating and solving

school tasks.

More than half of the children participating states that the support

they have received from parents or other family members has

increased during the period of digital studying from home. This

combined with almost as many saying that support from teachers

has decreased shows that parents have taken on some of the

teachers responsibilities. Meanwhile, a fifth of the children have

received more support from teachers, indicating an increased focus

on a smaller portion of the student body.

The study experience varies greatly between students – about as

many see an increase as a decrease in their ability to concentrate

while studying, their ability to finish tasks in time and in their

engagement level during classes. What many agree on though is

their increased ability to solve school tasks independently. More see

an increase rather than decrease in learnings and results during this

period.

Many children state emotional gains during the period of digital studying

from home, e.g. feeling safe and calm. Many also state that they have felt

more productive and focused while studying from home – but also bored.

About the same amount of children say that their mental and physical

wellbeing has increased or decreased. When it comes to physical health,

most children see an increase in screen time, many sleep and eat better

but they also see a decrease in time spent on exercise and sports.

Around one in ten children state that they have been contacted by an

unknown adult while studying from home. This has been more common

in the Nordics compared to the Baltics.

The most common safety issue during the period of digital learning has

been phishing attempts followed by accidentally seeing material online,

or receiving material, that made the child uncomfortable.

A larger share state that they have seen or experienced less bullying

than the share stating that it has increased.

Jonas Fritz

Project lead

Ipsos Public Affairs

Hanna Agnes Persson

Project manager

Ipsos Public Affairs

POWERED BY IPSOS © 20207

THREE FOCUS AREAS

OVERALL

SATISFACTION/ACCESS

SCHOOLING/LEARNING/

SUPPORTWELLBEING/SAFETY

AGE

RESULTS – GAINS AND CHALLENGES

RESULTSSCHOOLING/LEARNING

2019-xx-xx POWERED BY IPSOS © 20209

GAINS – INCREASED INDEPENDENCE, IMPROVED RESULTS AND MORE PARENT INVOLVEMENT

CHALLENGES – NEW WAYS OF INTERACTION

• Digital schooling seems to have paved the way for an increased

independence in relation to learning and schooling. Tasks the students have

done on their own has increased for a majority in all countries and within all

age groups. Furthermore, a majority of the students state that their ability to

independently solve tasks has improved.

• Independence also entails planning and scheduling your studies and

activities, and a majority in all countries state that their ability to take breaks

during studying has improved after digital schooling started.

• The results also show that students own learning and results has improved

for many – especially in the Baltic countries where almost half says it has

improved.

• In contrast to independence, we can see that parents has become more

involved in their children's schooling as a result of digital schooling. In all

markets we see a majority of kids who states that support from parents has

improved (around half in all markets). This goes especially for the younger

age group between 10 to 12 years.

GAINS AND CHALLENGES

• At the same time that independence has increased, the level of interaction

with classmates and teachers has decreased. The results show that tasks

done with classmates has decreased in all countries and within all age

groups. Also, the discussions held around tasks has decreased for a majority

in all countries.

• The interaction in terms of support from school (teachers and student health)

has become worse for a majority in all countries. Also, opportunities to ask

classmates for help has become worse for many, especially among the

youngest kids.

• However, at the same time a majority states that they have learnt new

communication tools and new ways of communicating with teachers. When

asked what support from teachers they find the most important the top

answers in all markets are that the teachers are available for questions

outside of classes and give useful feedback on assignments. This could

indicate that there is still no satisfying way of communicating between

student and teacher, or between classmates, outside of an online classroom

setting. A challenge is thus to create new satisfactory ways of interaction

within the framework of digital schooling.

GREATER INDEPENDENCE, IMPROVED RESULTS

AND MORE PARENT INVOLVEMENT

SUPPORT AND INTERACTION BETWEEN

CLASSMATES AND WITH THE

SCHOOL/TEACHERS HAS DECREASED.

RESULTSWELLBEING/SAFETY


GAINS – LESS BULLYING, MORE TIME WITH FAMILY/PETS, NEW HABITS AND ONLINE SAFETY

CHALLENGES – FEELINGS OF BEING UNSTIMULATED AND LESS TIME FOR FRIENDS AND EXERCISE

• Overall mental and physical wellbeing has been unaffected by digital schooling for

a majority of children and remains the same as before. It is as many that says its

decreased as increased – around a fifth in each country. Although a majority has

felt safe in general during digitally studying from home some have has negative

safety experiences. Most common has been being subjected to phishing attempts,

especially in the Nordics where about 1 in 5 has experienced this. About 1 in 10

children across countries has been contacted online by an adult they didn´t know.

• Both seeing, experiencing and thinking about bullying has decreased, according to

20-30% in each country. Very few feel it has increased during the period of digital

studying.

• The increased time spent at home during Covid-19 and digital studying has also

led to children spending significantly more time with family and pets in all

countries, which has the potential to improve social relationships and mental

wellbeing.

• Furthermore, digital schooling has led to more healthy habits for some children.

Kids are getting more sleep, around 2 out of 5 states it has increased. Also, many

kids are eating more regularly – especially in the Baltic countries (around a third

says its increased).

GAINS AND CHALLENGES

• The most common negative feelings during the period of digital studying

from home is feeling bored and tired. Between a fourth to a half of the

children in the target countries feel bored, and between a fifth to a third feel

tired. A challenge for digital studying is therefor to keep the children feeling

stimulated and energized.

• Time spent with friends has decreased for a large portion of the children in

all age groups, the percentage who states this amounts to 7 out of 10

children in some countries. Time spend on exercise and sports has

decreased as well in all countries, from a third to half of the kids says it has

decreased. Simultaneously screen time has increased significantly in all

countries, around 8 out of 10 says its increased. A challenge for the period of

digital studying is to keep children active, both in a social and physical way,

to avoid children spending the larger portion of their time in front of a screen

which has several health drawbacks.

• MENTAL AND PHYSICAL WELLBEING MOSTLY

UNAFFECTED.

• BULLYING HAS DECREASED

• UNSTIMULATING – MANY FEEL BORED AND TIRED

• LESS TIME WITH FRIENDS

• EXERCISE AND SPORTS EXCHANGED FOR SCREEN

TIME

RESULTS SORTED BY COUNTRY AND QUESTION AREA

DENMARK

RESULTS IN SUMMARY- DENMARK

DANISH CHILDREN ARE LESS SATISFIED

WITH STUDYING FROM HOME DURING

CORONA COMPARED TO OTHER

COUNTRIES


OVERALL SATISFACTION/ACCESS AGE DIFFERENCES

Denmark has the worst overall satisfaction

of all 7 countries – only 4 out of 10 are

satisfied overall with digital studying from

home. 1 out of 5 are dissatisfied.

1 out of 5 say that their access to school

systems has worked poorly.

2 out of 3 say that they have had good

access to the devices needed, only 1 out of

10 say access to this has been bad.

Good access to devices needed and to

internet correlates strongly with overall

satisfaction.

13-15 y/o are somewhat more

satisfied overall.

16-18 y/o are the least satisfied

(one third).


CHILDREN IN DENMARK HAS SPENT

LESS TIME STUDYING DURING THE

PANDEMIC


SCHOOLING, LEARNING AND SUPPORT AGE DIFFERENCES

Half have spent less hours studying since

studying from home started. Half have also done

more tasks on their own and 2 out of 3 say they

have had less discussions with classmates

regarding tasks.

A majority have been able to take more breaks

and half have received more support from their

parents. However, about half of the children also

state that they get less support from their teachers

and see less opportunities to ask classmates for

help.

7 out of 10 state that the way their classes study

and learn has changed – half say that they have

used new methods for studying.

The most important support from family comes in

the form of being available for questions if

needed, but also by respecting the child's need for

space.

From the teachers the most valued support is

being available outside classes and by giving

useful feedback.

10-12 y/o – a majority say they have

spend less hours studying.

13-15 y/o – learning has changed to a

higher extent, almost 4 out of 5 say this

is true

16-18 y/o – more than 4 out of 10 say

their concentration when studying has

decreased.

The need of family to respect space

increases with age.


DANISH CHILDREN HAVE FELT CALM,

RELAXED AND HAPPY DURING THE

PERIOD OF STUDYING FROM HOME –

BUT ALSO BORED.


WELLBEING AND SAFETY ONLINE

In Denmark most children describe their emotions

due to digital studying from home as being calm,

relaxed and happy. On the other hand, they are

also more bored than inspired and a third feel

tired.

Increase in positive emotions are lower in

Denmark than in rest of the countries.

1 out of 6 has experienced phishing attempts

since studying from home began. Fewer children

in Denmark, less than 1 in 10, has accidentally

seen something online that made them

uncomfortable.

The vast majority state that their screen time and

time spent with family has increased.

2 out of 5 also say that their hours of sleep has

increased, 1 out of 6 say they have decreased.

A majority say that they spend less time on

exercise and sports, as well as spending time with

friends.

About 1 out of 5 say that they has seen less

bullying since studying from home, only less than

1 out of 10 say they have seen more bullying.

AGE DIFFERENCES

10-12 y/o – have felt more energetic

than the older children since studying

from home.

16-18 y/o – feel more tired than the

younger kids.

ESTONIA

RESULTS IN SUMMARY- ESTONIA

CHILDREN IN ESTONIA ARE MORE

SATISFIED WITH STUDYING FROM HOME

THAN AVERAGE – AND HAVE BETTER

ACCESS TO THE DEVICES NEEDED



A majority of Estonian children feel satisfied

overall with digital studying from home.

Only 1 out of 10 express dissatisfaction.

In Estonia the children state to a higher

extent than in the other countries that the

access to needed devices has been good –

4 out of 5 say this.

Access to school systems has also been

better in Estonia than in the other countries.



satisfaction.

10-12 y/o – 2 out of 5 has had to

share a device used for school

work with a sibling or parent.

16-18 y/o are somewhat more

satisfied overall.

RESULTS IN SUMMARY - ESTONIA

EVERY OTHER CHILD IN ESTONIA THINK

THE SCHOOL TASKS HAVE BECOME

MORE DIFFICULT SINCE STUDYING FROM

HOME



Task done on your own has increased while both

solving and discussing tasks with classmates has

decreased.

Almost half say they spend more hours studying

than before – but 1 out of 3 say they spend less

hours.

Half of the children experience the tasks to have

been more difficult during the period of studying

from home.

3 out of 4 say that their ability to take breaks has

increased.

The support given by parents has increased while

2 out of 5 say they have received less support

from teachers while studying from home.

7 out of 10 say they have learned or started to use

new study methods and tools of communication

during the period of studying from home.

The children want their family members to be

available for questions above all else, while from

teachers the most valued support come in the

form of useful feedback and being available for

questions outside the classroom.


increases with age.

RESULTS IN SUMMARY - ESTONIA

ESTONIAN CHILDREN HAVE FELT SAFE,

PRODUCTIVE AND RELAXED WHILE

STUDYING FROM HOME – BUT ALSO

BORED.



4 out of 5 children has felt safe due to studying

from home instead of attending school.

Half have felt productive, the same amount has

felt happy, relaxed and not lonely.

1 out of 3 has felt bored because of studying from

home.

Only very few has attended a school meeting

regarding bullying on the internet.

1 out of 7 has accidentally seen something online

that made them feel uncomfortable. 1 out of 10

has experienced a phishing attempt.

Screen time and time spent with the family has

increased for the vast majority.

Almost 1 out of 2 say that they have slept more

hours during this period. 1 out of 3 state that they

eat more regularly and somewhat less that they

eat more healthy.

Time spent on exercise/sports has decreased for

half– but 3 out of 10 say this has increased.

Time spent with friends has decreased for the

majority.

AGE DIFFERENCES

No significant difference.

FINLAND

RESULTS IN SUMMARY- FINLAND

CHILDREN IN FINLAND ARE GENERALLY

SATISFIED WITH THE PERIOD OF

STUDYING FROM HOME – THE

YOUNGEST ESPECIALLY



2 out of 3 are satisfied with the period of

studying from home – more than in the

other countries.

3 out of 4 feel their access to devices

needed for studying from home has been

good. Internet access has also been good

for the vast majority.

10-12 y/o – more satisfied overall


FINNISH STUDENTS HAVE BECOME

MORE INDEPENDENT WHILE STUDYING

FROM HOME.



3 out of 4 has solved more tasks on their own than

before. Half has also become more independent

in solving tasks.

2 out of 5 has spent less time studying – but 3 out

of 10 has spent more. 1 out of 3 think the difficulty

of school tasks has increased.

2 out of 3 has seen discussions with classmates

on tasks decrease, and even more so seen a

decrease in tasks solved together with

classmates.

7 out of 10 has had an increased ability to take

breaks.

Half has received more support from parents –

support from teachers has however decreased for

2 out of 5

Almost 4 out of 5 state that the way their class

learns has changed since studying from home

began. 2 out of 3 has learned or started to use

new methods for studying and new

communication tools.

From family members the most important support

comes by being available for questions if needed.

From teachers the most important is to be

available outside classes and providing useful

feedback.

10-12 y/o – puts less emphasis on

information being made available by the

teachers

16-18 y/o – values less that the

teachers ask if help is needed – prefers

that information is being made available


increases with age.


FINNISH STUDENTS HAVE FELT MORE

SAFE AND PRODUCTIVE DUE TO

STUDYING FROM HOME.



4 out of 5 children has felt safe due to studying

from home instead of attending school.

1 out of 2 has felt productive, the same amount

has felt focused and not lonely.

1 out of 3 has felt bored because of studying from

home.

1 out of 5 has attended a school meeting on

online bullying – more than in the other countries

2 out of 5 has accidentally seen something online

that made them feel uncomfortable. 1 out of 6 has

experienced a phishing attempt.


increased for most of the children.

2 out of 5 say that they have slept more hours

during this period.


2 out of 5 – but 1 out of 4 say this has increased.

Time spent with friends has decreased for the

majority.

AGE DIFFERENCES

10-12 y/o – have felt more inspired and

calm than the older kids

2 out of 5 has talked about bullying

online with a parent or family member –

less so among the older children

16-18 y/o – more has felt stressed while

studying from home – 1 out of 3

LATVIA

RESULTS IN SUMMARY - LATVIA

OVERALL SATISFACTION AND ACCESS

TO DEVICES UNDER THE PERIOD OF

DIGITAL STUDYING FROM HOME HAS

BEEN HIGH



1 out of 2 are satisfied overall with the

period of studying from home – 1 in 5

are dissatisfied.

7 out of 10 says the access to devices

needed and internet has been good.

No significant differencesLittle more than 1 in 10 say that the

access to school systems and tools

for interaction has been bad.

Good access to devices needed and

to internet correlates strongly with

overall satisfaction.

RESULTS IN SUMMARY- LATVIA

STUDENTS IN LATVIA SAY TASKS HAVE BECOME

INCREASINGLY DIFFICULT – AND SPEND MORE

TIME STUDYING THAN BEFORE DIGITAL HOME

STUDYING BEGAN.



3 out of 5 has solved more tasks on their own than

before. Half have become more independent in

solving tasks.

Half think the difficulty of school tasks has

increased. More than half has spent more hours

on studying – 3 out of 10 has spent less.

Almost 2 out of 3 has seen discussions with

classmates on tasks decrease, and even more so

see a decrease in tasks solved together with

classmates.


breaks.

2 out of 3 has received more support from parents

– support from teachers has however decreased

for 2 out of 5

4 out of 5 see a change in how their class learns.

2 out of 3 has learned or started to use new

methods for studying and new communication

tools. Among those, 3 of 4 mention online tests

and tutorial videos.

From family members the most important support

comes by being available for questions if needed

and by asking if help is needed. From teachers

the primary support is to be available outside

classes and providing useful feedback.

16-18 y/o – somewhat more feel their

ability to finish tasks in time and to

concentrate while studying has increase


increases with age.

RESULTS IN SUMMARY- LATVIA

CHILDREN IN LATVIA HAVE SLEPT MORE

AND EATEN BETTER DURING THE

PERIOD OF DIGITAL STUDYING FROM

HOME.



3 out of 5 children have felt safe due to studying

from home instead of attending school. Half say

they have felt calm rather than worried.

Almost 1 out of 2 has felt productive, the same

amount has not felt lonely. 3 out of 10 has felt

bored because of studying from home.

Very few has attended a school-organized

meeting regarding online bullying.

1 out of 10 has either been affected by an internet

virus or accidentally seen something online that

made them uncomfortable.


increased for most of the children.

1 out of 2 say that they have slept more hours

during this period.

More than a third say that they have eaten

healthier and more regularly.


1 out of 2 children.

Times thought about and times seen bullying has

decreased for 1 out of 4 children.

AGE DIFFERENCES

No significant differences.

LITHUANIA

RESULTS IN SUMMARY- LITHUANIA

ABOUT HALF OF STUDENTS IN

LITHUANIA ARE SATISFIED WITH THE


HOME



Half are satisfied overall with the

period of studying from home.

No significant differences1 out of 5 say they have experienced

the access to school systems as bad.



satisfaction.


STUDENTS IN LITHUANIA SAY THAT THE

DIFFICULTY OF SCHOOL TASKS HAS

INCREASED – BUT SO HAS THEIR LEARNINGS

AND RESULTS.



3 out of 5 say they have done more tasks on their

own. Half say that the difficulty of tasks has

increased.

1 out of 2 have spent more hours studying – 3 out

of 10 has spent less.

1 out of 3 say discussions on tasks with

classmates has increased - but 2 out of 5 say it

has decreased. 1 out of 2 have solved fewer tasks

together with classmates.

1 out of 2 have had an increased ability to take

breaks. Half of the children also say their

learnings and results have increased.

1 out of 2 has had increased support from their

family – 2 out of 5 say the support from teachers

has decreased.

Most children have learnt or started to use new

methods of studying and new communication

tools. Online tests and social media is the most

frequently mentioned new methods learnt.

Being available for questions is the most

important kind of support from family members –

followed by not disturbing and respecting the

child's need for space. From teachers the most

valued support is making information available

and being available for questions outside classes.

10-12 y/o – more see the need for the

teacher keeping order during classes.

16-18 y/o – agrees somewhat less to

having learnt new study methods and

communication tools.


increases with age.


CHILDREN IS LITHUANIA HAS SLEPT AND

EATEN BETTER DURING THE PERIOD OF

STUDYING FROM HOME.



7 out of 10 say they have felt safe when studying

from home.

Half say they haven´t felt lonely and that they

have felt more productive.

2 out of 3 children have spent more time with their

families. At the same time half have spent less

time with their friends.

3 out of 10 have seen less, and thought less

about, bullying during the period of studying from

home.

Screen time has increased for 4 out of 5 children.

2 out of 5 say that they have slept more – almost

as many have eaten more regularly.

In Lithuania, is has been more frequent with

people accessing digital lessons that should not

have been able to. 1 out of 5 say they have

experienced this.

Unlawful access to school platforms are more

frequent as well – 1 out of 7 say this has occurred.

AGE DIFFERENCES

No significant differences.

NORWAY

RESULTS IN SUMMARY- NORWAY

THE MAJORITY OF STUDENTS IN

NORWAY ARE SATISFIED LOOKING BACK

AT THE PERIOD OF DIGITAL STUDYING

FROM HOME.



3 out of 5 are satisfied overall with the

period of studying from home. 1 out of

7 are dissatisfied.

16-18 y/o – somewhat less

satisfied overallGood access to devices needed and

to internet correlates strongly with

overall satisfaction.


STUDENTS IN NORWAY HAS TO A HIGHER

EXTENT THAN STUDENTS IN OTHER COUNTRIES

RECEIVED AN INCREASED SUPPORT FROM

TEACHERS – BUT STILL, MORE SEE A

DECREASE IN SUPPORT COMPARED TO

BEFORE.



Almost 3 out of 5 say they have done more tasks

on their own. 3 out of 10 say that the difficulty of

tasks has increased.

1 out of 3 has spent more hours studying – but 2

out of 5 have spent less.

Half say discussions on tasks with classmates has

decreased while 1 out of 4 state the opposite.

Same for solving tasks together with classmates.


beaks.

1 out of 2 say they have become more

independent in solving tasks.

2 out of 5 say their learnings and results has

increased.

Most children have learnt or started to use new

methods of studying and new communication

tools. Online tests and social media is the most

frequently mentioned new methods learnt.

1 out of 2 has received more support from their

family. More has seen a decrease in support from

teachers than an increase – but still Norway is

ahead of rest of the countries.

10-12 y/o – has learned or started to

use more new ways of communicating

and learning

16-18 y/o – have spent more hours

studying


increases with age.


STUDENTS IN NORWAY HAS HAD A LESS

SAFE ONLINE EXPERIENCE DURING THE


HOME COMPARED TO STUDENTS FROM

OTHER COUNTRIES



3 out of 4 say they have felt safe while studying

from home.

2 out of 3 say that they have felt happy, calm or

relaxed.

7 out of 10 children have spent more time with

their families. 2 out of 5 have spent less time with

their friends.

Children in Norway has to a higher extent than in

other countries seen more bullying while studying

from home – 1 out of 7 say they have seen this.


2 out of 5 say that they have slept more during

this period.

1 in 5 children has experienced phishing attempts

while studying from home.

About 1 in 10 have received photos or videos that

made them feel uncomfortable.

Children in Norway have also experienced

unlawful access to social media accounts, web

cameras, digital classes and school systems to a

higher extent compared to children in the

remaining countries.

AGE DIFFERENCES

16-18 y/o – have had more bad

experiences regarding safety online

than the younger students.

SWEDEN

RESULTS IN SUMMARY- SWEDEN

ABOUT HALF OF THE CHILDREN

STUDYING FROM HOME IN SWEDEN ARE

SATISFIED WITH THE EXPERIENCE. A

FIFTH IS DISSATISFIED.


OVERALL SATISFACTION/ACCESS

Somewhat less than half of the students in Sweden are satisfied with the period of

studying from home. 1 in 5 are dissatisfied. This is in line with the 16-18 y/o groups in

general.

Good access to devices needed and to internet correlates strongly with overall

satisfaction.


SWEDISH STUDENTS HAVE STRUGGLED MORE

TO BE ABLE TO TAKE BREAKS WHILE STUDYING

DIGITALLY FROM HOME COMPARED TO

STUDENTS IN OTHER COUNTRIES.


SCHOOLING, LEARNING AND SUPPORT

Almost 3 out of 5 say they have done more tasks on their

own. 1 out of 3 say that the difficulty of tasks has

increased.

1 out of 3 has spent more hours studying – as many have

spent less.

1 out of 2 says discussions on tasks with classmates has

decreased while 1 out of 5 state the opposite.

Students in Sweden state to a lesser extent than in other

countries that their ability to take breaks has increased – 2

in 5 say this.

7 in 10 state they have learned or started using new ways of

communicating with their teachers. As many say the way the

class is learning has changed. Creating content together is a

new method more frequently mentioned in Sweden compared to

other countries.

The most important support from the family is respecting the

need of space. From teachers, being available outside classes

are the most valued type of support by Swedish children.

While the support from parents has increased, the teacher

support has decreased.


SWEDISH STUDENTS HAVE FELT SAFE

BUT BORED DURING THE PERIOD OF

STUDYING FROM HOME.



2 out of 3 say they have felt safe due to studying from

home.

1 out of 2 say they have felt either calm or happy.

2 out of 5 have felt bored.

1 in 6 children studying from home in Sweden has

attended a school meeting on online bullying.


1 out of 3 say that they have slept more.

Almost half have spent less time with their friends.

1 in 5 children has experienced phishing attempts while studying

from home.

About 1 in 10 have received photos or videos that made them

feel uncomfortable.

SCORECARDS - ALL COUNTRIES SORTED BY QUESTION AND AGE GROUP

SCORECARDS – OVERALL SATISFACTION/ACCESS

11%

18%

13%

9%

26%

25%

21%

64%

53%

50%

61%

35%

49%

45%

TOTAL(B2B = 15%/T2B= 53%)

AGE 10-12 AGE 13-15 AGE 16-18

SWEDEN

NORWAY

DENMARK

FINLAND

LATVIA

LITHUANIA

ESTONIA

OVERALL SATISFACTION

First of all, how satisfied are you overall with your experience of digital studying from home during the Corona pandemic (COVID-19)?

Please answer on a scale 1-5 where 1 = Not satisfied at all ands 5 = Very satisfied42

11%

16%

19%

8%

20%

14%

21%

60%

54%

49%

67%

41%

57%

45%

8%

14%

20%

5%

17%

8%

57%

56%

48%

73%

41%

60%

13%

18%

20%

9%

16%

8%

60%

54%

50%

65%

45%

62%

B2B T2B B2B T2B B2B T2B B2B T2B

3%

9%

7%

6%

8%

7%

8%

81%

68%

72%

73%

66%

68%

66%

59%

17%

12%

91%

69%

22%

14%

87%

37%

14%

8%

95%

43%

28%

10%

87%

26%

33%

18%

90%

13%

40%

19%

95%

14%

34%

14%

97%

35%

27%

14%

92%

School provided device

Shared device

Needed new device

Access computer

TOTAL

EST

LAT

LIT

FIN

DEN

NOR

SWE

ACCESS INTERNET

TOTALAccess school

systems(13% / 55%)

Access interaction(12% / 59%)

Access internet(10% / 67%)

Access devices(7% / 71%)

SWE

NOR

DEN

FIN

LAT

LIT

EST

ACCESSTOTAL

How has the following worked for you during the period of digital studying from home?

Please answer on a scale 1-5 where 1 = Not at all good and 5 = Very good

Please tell us if the following statements are true or false.43

ACCESS DEVICES – YES%

7%

21%

13%

11%

19%

11%

11%

69%

43%

55%

58%

48%

58%

57%

7%

16%

12%

13%

13%

12%

10%

70%

54%

60%

57%

53%

61%

57%

9%

16%

10%

9%

11%

10%

9%

73%

61%

68%

70%

65%

69%

64%

B2B T2B

4%

8%

7%

7%

9%

5%

83%

70%

72%

74%

68%

74%

ACCESS INTERNET

Access school systems

Access interaction

Access internet Access devices

NOR

DEN

FIN

LAT

LIT

EST

ACCESSAGE 10-12




6%

18%

14%

11%

20%

10%

67%

46%

52%

59%

43%

59%

7%

15%

13%

13%

12%

10%

67%

58%

55%

57%

53%

65%

9%

12%

10%

9%

8%

6%

73%

66%

68%

72%

67%

75%

B2B T2B

3%

8%

7%

6%

7%

6%

80%

66%

73%

74%

68%

70%

ACCESS INTERNET


Access interaction


NOR

DEN

FIN

LAT

LIT

EST

ACCESSAGE 13-15




8%

22%

11%

11%

19%

10%

69%

42%

59%

59%

51%

59%

8%

17%

12%

12%

13%

11%

73%

50%

63%

58%

55%

63%

8%

16%

9%

10%

12%

9%

72%

60%

71%

71%

63%

69%

B2B T2B

3%

11%

8%

6%

8%

11%

8%

81%

68%

73%

70%

63%

60%

66%

ACCESS INTERNET


Access interaction


SWE

NOR

DEN

FIN

LAT

LIT

EST

ACCESSAGE 16-18




5%

22%

13%

10%

17%

13%

11%

71%

43%

54%

56%

50%

55%

57%

8%

16%

12%

13%

13%

15%

10%

71%

52%

62%

54%

49%

56%

57%

8%

18%

12%

7%

12%

14%

9%

76%

58%

66%

67%

63%

64%

64%

B2B T2B

SCORECARDS – SCHOOLING/LEARNING/SUPPORT

35%

37%

35%

31%

34%

35%

33%

25%

31%

29%

20%

23%

27%

25%

SCHOOLING

TOTALHours studying

(38%/38%)

Tasks - on my own (13%/59%)

Tasks - with classmates (58%/19%)

Tasks – difficulty(13%/38%)

Tasks –discussions (55%/21%)

Activity in classes(34%/26%)

SWE

NOR

DEN

FIN

LAT

LIT

EST

SCHOOLING/LEARNING/SUPPORTTOTAL

Now, we want you to think about the ways the schooling has been different during the period of digital studying from home. Would you say that the following has increased or decreased since before?

Please answer on a scale 1-5 where 1 = Decreased a lot, 3 = Is the same and 5 = Increased a lot.

48

36%

30%

29%

43%

50%

42%

32%

44%

46%

54%

30%

29%

33%

30%

14%

13%

13%

8%

18%

14%

14%

57%

60%

62%

75%

50%

56%

55%

59%

49%

59%

69%

59%

54%

56%

20%

26%

19%

10%

17%

24%

18%

11%

10%

10%

12%

18%

15%

11%

48%

46%

49%

32%

28%

31%

32%

57%

39%

56%

65%

64%

53%

53%

24%

34%

23%

15%

11%

24%

19%

B2B T2B

39%

37%

41%

29%

36%

36%

22%

29%

25%

17%

22%

23%

SCHOOLING

Hours studyingTasks - on my

ownTasks - with classmates

Tasks - difficultyTasks -

discussionsActivity in classes

NOR

DEN

FIN

LAT

LIT

EST

SCHOOLING/LEARNING/SUPPORTAGE 10-12


Please answer on a scale 1-5 where 1 = Decreased a lot, 3 = Is the same and 5 = Increased a lot.49

14%

16%

17%

8%

19%

13%

56%

56%

56%

75%

49%

57%

72%

59%

70%

73%

72%

58%

13%

18%

9%

9%

11%

22%

13%

12%

11%

15%

20%

17%

43%

42%

44%

26%

27%

24%

75%

54%

69%

67%

74%

57%

11%

20%

12%

11%

7%

21%

41%

37%

32%

49%

55%

52%

40%

40%

48%

23%

23%

23%

B2B T2B

33%

39%

32%

29%

34%

35%

26%

30%

32%

24%

22%

26%

SCHOOLING





NOR

DEN

FIN

LAT

LIT

EST




13%

13%

11%

7%

15%

13%

59%

61%

64%

75%

55%

56%

58%

49%

56%

71%

54%

54%

21%

26%

25%

9%

20%

23%

10%

11%

9%

11%

17%

13%

53%

47%

52%

37%

31%

32%

50%

34%

47%

65%

64%

54%

29%

39%

30%

16%

12%

22%

35%

29%

29%

41%

50%

42%

45%

49%

58%

32%

32%

33%

B2B T2B

32%

35%

31%

34%

33%

33%

33%

27%

35%

32%

20%

24%

31%

25%

SCHOOLING





SWE

NOR

DEN

FIN

LAT

LIT

EST




32%

24%

24%

37%

43%

31%

32%

46%

49%

60%

37%

31%

43%

30%

16%

9%

9%

9%

22%

16%

14%

54%

64%

67%

74%

46%

56%

55%

44%

38%

46%

63%

49%

48%

56%

29%

33%

28%

15%

20%

28%

18%

11%

9%

8%

10%

17%

14%

11%

48%

49%

53%

33%

27%

36%

32%

42%

27%

45%

62%

54%

47%

53%

36%

43%

32%

18%

14%

28%

19%

B2B T2B

28%

27%

33%

19%

16%

17%

21%

31%

28%

29%

35%

30%

39%

28%

STUDY EFFECTS ON SELF

TOTALConcentration

studying (36%/31%)

Engagement classes/tasks

(31%/25%)

Tasks –independence

(14%/45%)

Learning and results (22%/37%)

Ability take breaks (16%/57%)

Ability finish in time (23%/31%)

SWE

NOR

DEN

FIN

LAT

LIT

EST


And how would you say that the following has been affected during the period of digital studying from home?

Please answer on a scale 1-5 where 1 = Has become worse 3 = is the same and 5 = Has improved52

39%

38%

43%

29%

36%

29%

38%

26%

26%

28%

35%

26%

41%

31%

30%

31%

27%

26%

37%

32%

35%

19%

27%

32%

26%

21%

29%

24%

15%

16%

16%

10%

13%

12%

14%

39%

43%

46%

52%

43%

50%

44%

19%

19%

20%

21%

28%

20%

25%

40%

47%

47%

29%

27%

38%

29%

11%

22%

14%

11%

12%

17%

25%

74%

48%

50%

70%

63%

53%

39%

B2B T2B

31%

27%

35%

18%

11%

14%

31%

29%

24%

34%

31%

44%


Concentration studying


Tasks -independence

Learning and results

Ability take breaks

Ability finish in time

NOR

DEN

FIN

LAT

LIT

EST




41%

38%

51%

27%

29%

23%

25%

25%

22%

32%

27%

44%

32%

27%

30%

23%

33%

29%

20%

31%

27%

23%

22%

27%

20%

16%

18%

11%

13%

9%

36%

41%

43%

47%

45%

53%

19%

18%

22%

15%

25%

15%

38%

43%

44%

27%

29%

37%

9%

22%

15%

10%

10%

16%

76%

46%

45%

74%

64%

56%

B2B T2B

31%

27%

38%

20%

16%

15%

30%

28%

31%

36%

31%

37%




Tasks -independence


Ability take breaks


NOR

DEN

FIN

LAT

LIT

EST




38%

40%

39%

28%

38%

31%

28%

27%

30%

41%

29%

37%

30%

31%

25%

25%

40%

31%

20%

26%

35%

30%

21%

29%

16%

20%

15%

10%

12%

10%

39%

43%

45%

54%

46%

50%

20%

19%

20%

23%

26%

19%

46%

51%

47%

34%

29%

40%

15%

23%

14%

11%

10%

17%

70%

51%

51%

72%

66%

52%

B2B T2B

22%

27%

23%

21%

22%

23%

21%

33%

27%

36%

33%

27%

36%

28%




Tasks -independence


Ability take breaks


SWE

NOR

DEN

FIN

LAT

LIT

EST




40%

36%

34%

32%

43%

33%

38%

26%

27%

36%

30%

22%

41%

31%

28%

35%

26%

32%

40%

36%

35%

18%

25%

37%

24%

19%

32%

24%

9%

13%

13%

9%

14%

17%

14%

44%

45%

51%

55%

38%

47%

44%

18%

21%

17%

26%

33%

27%

25%

35%

46%

50%

24%

22%

38%

29%

11%

20%

12%

13%

16%

19%

25%

76%

47%

56%

64%

58%

50%

39%

B2B T2B

40%

43%

50%

40%

23%

27%

37%

5%

6%

8%

6%

6%

17%

12%

STUDY EFFECTS - SUPPORT

TOTALAsk help classmates

(42%/21%)Support from teachers

(44%/20%)Support from parents

(5%/53%)

Support student health services

(37%/8%)

SWE

NOR

DEN

FIN

LAT

LIT

EST




34%

33%

41%

51%

49%

39%

46%

22%

29%

21%

14%

13%

27%

19%

43%

44%

43%

43%

53%

37%

43%

19%

21%

23%

14%

14%

28%

19%

4%

5%

4%

5%

5%

7%

6%

56%

50%

66%

52%

50%

53%

42%

B2B T2B

45%

43%

54%

39%

26%

26%

5%

5%

9%

6%

6%

12%


Ask help classmates Support from teachers Support from parentsSupport student health

services

NOR

DEN

FIN

LAT

LIT

EST




51%

50%

53%

57%

61%

43%

13%

18%

13%

11%

10%

23%

46%

41%

44%

42%

55%

33%

20%

20%

24%

17%

16%

27%

3%

6%

3%

7%

4%

3%

66%

66%

76%

61%

65%

64%

B2B T2B

39%

44%

46%

37%

21%

31%

5%

5%

9%

5%

6%

14%



services

NOR

DEN

FIN

LAT

LIT

EST




27%

28%

33%

49%

48%

39%

26%

34%

25%

16%

14%

26%

42%

49%

39%

41%

55%

39%

19%

17%

24%

13%

12%

27%

5%

5%

4%

4%

7%

7%

55%

53%

63%

51%

49%

53%

B2B T2B

35%

42%

49%

45%

22%

25%

37%

7%

6%

7%

8%

5%

24%

12%



services

SWE

NOR

DEN

FIN

LAT

LIT

EST




22%

20%

31%

46%

38%

34%

46%

29%

37%

28%

13%

14%

33%

19%

40%

42%

46%

46%

48%

38%

43%

18%

24%

18%

10%

14%

30%

19%

3%

5%

5%

5%

5%

11%

6%

45%

29%

53%

40%

34%

42%

42%

B2B T2B

5%

4%

4%

5%

7%

8%

8%

75%

78%

82%

77%

70%

71%

70%

TOP 3 LEARNING METHODS

TOTAL

SWE

NOR

DEN

FIN

LAT

LIT

EST

65%64%

59%

61%55%

49%

63%55%

48%

58%43%42%

75%73%

65%

76%73%

60%

79%67%

45%

77%72%71%

Online testsSocial media

Tutorial videos

Online testsCreating content together

Tutorial videos

Tutorial videosSocial media

Subject based programs

Social mediaCreating content together


Social mediaOnline tests

Tutorial videos

Online testsTutorial videos

Social media environments

Online testsSocial media environments

Tutorial videos

Social media environmentsTutorial videos

Online tests

LEARNING STATEMENTS

TOTALNew

communication tools (14%/63%)

New ways communicating

with teacher (9%/76%)

New ways communicating with classmates

(19%/54%)

New study methods

(13%/61%)

Learning has changed

(6%/75%)

SWE

NOR

DEN

FIN

LAT

LIT

EST


How much do you agree or disagree with these statements?

Please answer on a scale from 1-5, where 1= I strongly disagree, 3 = I neither agree nor disagree and 5 = I strongly agree

You mentioned that you had learned, or started to use, new methods of studying during the period of digital learning from home. [Pipe in for age groups 1-2 = Great job!]

Which of the following new methods have you learned or started to use? Please select all that applies.

60

14%

11%

18%

11%

17%

13%

16%

69%

71%

65%

66%

55%

63%

50%

9%

6%

15%

6%

9%

10%

8%

77%

84%

73%

80%

74%

75%

71%

25%

14%

30%

20%

16%

11%

15%

50%

59%

49%

52%

59%

62%

49%

11%

10%

15%

9%

16%

12%

16%

70%

66%

65%

68%

50%

60%

49%

B2B T2B

67%

60%

50%

56%

43%

40%

77%

70%

66%

82%

78%

61%

81%

65%

50%

79%

78%

77%

Tutorial videos

Social media


Social media


Learning games

Social media environments

Tutorial videos

Online tests

Tutorial videos

Online tests

Social media

Online tests

Social media

Tutorial videos

Social media

Tutorial videos

Online tests

6%

4%

5%

5%

8%

3%

76%

80%

82%

77%

64%

76%


NOR

DEN

FIN

LAT

LIT

EST

LEARNING STATEMENTS

New communication

tools


with teacher


New study methods


NOR

DEN

FIN

LAT

LIT

EST






61

12%

7%

16%

9%

19%

9%

73%

79%

67%

70%

55%

70%

7%

6%

13%

4%

13%

7%

77%

85%

77%

84%

71%

80%

21%

13%

32%

15%

20%

8%

56%

64%

49%

57%

59%

71%

8%

6%

12%

7%

18%

6%

73%

71%

68%

70%

51%

70%

B2B T2B

62%

56%

51%

60%

48%

44%

79%

73%

65%

74%

68%

58%

78%

71%

46%

78%

71%

70%

Tutorial videos

Social media


Social media

Creating content together

Online tests

Online tests

Social media

Tutorial videos

Online tests

Tutorial videos

Social media

Online tests

Social media

Tutorial videos

Social media

Tutorial videos

Online tests

5%

4%

4%

5%

5%

8%

72%

81%

82%

79%

77%

69%


NOR

DEN

FIN

LAT

LIT

EST

LEARNING STATEMENTS

New communication

tools


with teacher


New study methods


NOR

DEN

FIN

LAT

LIT

EST






16%

12%

19%

12%

15%

13%

64%

72%

65%

66%

60%

64%

10%

5%

16%

6%

6%

7%

75%

86%

70%

81%

79%

81%

29%

15%

31%

21%

12%

11%

44%

60%

47%

51%

65%

65%

12%

11%

19%

9%

12%

11%

67%

65%

62%

69%

56%

59%

62

B2B T2B

5%

5%

3%

7%

7%

12%

8%

76%

74%

83%

75%

69%

68%

70%


SWE

NOR

DEN

FIN

LAT

LIT

EST

61%55%

49%

58%46%

41%

59%51%

46%

75%75%

58%

75%65%

59%

78%64%

45%

74%68%66%

Online testsCreating content together

Tutorial videos

Tutorial videosSocial media


Social mediaCreating content together

Online tests


Tutorial videos

Online testsTutorial videos

Social media



Social mediaTutorial videos

Online tests

LEARNING STATEMENTS

New communication

tools


with teacher


New study methods


SWE

NOR

DEN

FIN

LAT

LIT

EST






63

13%

16%

19%

14%

17%

17%

16%

71%

62%

62%

62%

48%

56%

50%

8%

6%

15%

10%

8%

16%

8%

79%

81%

72%

73%

73%

64%

71%

26%

15%

25%

24%

16%

15%

15%

51%

54%

52%

47%

54%

50%

49%

13%

16%

16%

11%

19%

19%

16%

70%

61%

63%

62%

41%

51%

49%

B2B T2B

TOP 3 MOST IMPORTANT SUPPORT - FAMILY

TOTAL

SWE

NOR

DEN

FIN

LAT

LIT

EST

TOP 3 MOST IMPORTANT SUPPORT - TEACHERS

TOTAL

SWE

NOR

DEN

FIN

LAT

LIT

EST

60%56%

51%

62%56%55%

62%61%

44%

54%51%

45%

59%53%

47%

59%59%

46%

68%66%

47%

64%62%

53%

Available outside classesUseful feedback

Information available




Ask if I need help





Useful feedbackAvailable outside classes


Information availableAvailable outside classes

Useful feedback



62%50%

45%

60%50%

45%

62%43%41%

60%53%

48%

67%51%

43%

68%53%

44%

66%54%53%

67%49%47%

Available for questionsRespect need of space

Doesn´t disturb

Respect need of spaceDoesn´t disturb

Available for questions

Available for questionsAsk if I need help

Respect need of space


Ask if I need help


Doesn´t disturb

Available for questionsAsk if I need helpDoesn´t disturb

Available for questionsDoesn´t disturb



Ask if I need help


Now, think of the support and help you get from your teacher/teachers! What of the following do you think is the most important when the teacher support you during digital studying from home?

Okey, now instead think of the support and help you get from your parents and other family members! What of the following do you think is the most important for how your parents or other family

members best can support you during digital studying from home?

64


NOR

DEN

FIN

LAT

LIT

EST

SCHOOLING/LEARNING/SUPPORT


NOR

DEN

FIN

LAT

LIT

EST

74%

54%

35%

68%

59%

39%

73%

50%

38%

75%

60%

37%

76%

49%

43%

75%

60%

39%


Ask if I need help

Doesn´t disturb


Ask if I need help



Ask if I need help



Ask if I need help

Doesn´t disturb


Ask if I need help

Doesn´t disturb


Ask if I need help


64%

64%

52%

52%

51%

40%

62%

51%

48%

60%

57%

46%

63%

61%

48%

63%

63%

54%

Available outside classes

Useful feedback

Ask if I need help


Useful feedback

Ask if I need help


Ask if I need help

Useful feedback

Useful feedback


Ask if I need help



Useful feedback

Useful feedback


Ask if I need help

AGE 10-12




65


NOR

DEN

FIN

LAT

LIT

EST


NOR

DEN

FIN

LAT

LIT

EST

66%

65%

48%

58%

54%

47%

56%

54%

52%

61%

56%

47%

72%

66%

48%

63%

60%

54%


Useful feedback



Useful feedback


Useful feedback




Useful feedback

Ask if I need help



Useful feedback

Useful feedback



65%

45%

43%

62%

59%

51%

66%

56%

43%

63%

51%

46%

70%

61%

57%

69%

48%

44%



Ask if I need help



Ask if I need help



Doesn´t disturb


Ask if I need help

Doesn´t disturb



Doesn´t disturb



Ask if I need help





66


SWE

NOR

DEN

FIN

LAT

LIT

EST


SWE

NOR

DEN

FIN

LAT

LIT

EST

62%56%55%

57%55%

45%

54%53%

48%

59%57%

54%

64%60%

53%

73%69%

45%

67%65%63%






Useful feedback






Useful feedback

Useful feedbackInformation available


60%50%

45%

49%46%

42%

64%54%

50%

64%59%

52%

62%54%54%

64%62%

51%

62%58%56%



Respect need of spaceAvailable for questions

Doesn´t disturb



Respect need of spaceAvailable for questions

Doesn´t disturb


Doesn´t disturb

Doesn´t disturbRespect need of space








67

SCORECARDS – WELLBEING/SAFETY

27%

31%

30%

26%

35%

21%

32%

36%

35%

34%

42%

25%

38%

33%

EMOTIONS

TOTSAD/HAPPY(18%/52%)

WORRIED/CALM

(17%/53%)

BORED/INSPIRED

(36%/28%)

STRESSED/RELAXED

(23%/46%)

UNSAFE/SAFE(10%/67%)

UNFOCUSED/FOCUSED

(24%/41%)

UNPRODUCTIVE/PRODUCTIVE

(18%/47%)

LONELY/NOT LONELY(28%/46%)

TIRED/ENERGETIC(29%/35%)

SWE

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETYTOTAL

16%

23%

24%

10%

19%

12%

19%

52%

43%

40%

62%

52%

64%

48%

33%

26%

30%

32%

49%

37%

41%

29%

39%

27%

29%

20%

28%

24%

16%

22%

20%

13%

18%

12%

20%

58%

44%

49%

57%

53%

64%

49%

4%

12%

13%

4%

22%

6%

11%

79%

68%

61%

79%

44%

76%

65%

24%

27%

26%

20%

19%

13%

28%

47%

41%

39%

43%

53%

62%

39%

23%

27%

27%

18%

24%

19%

26%

41%

38%

34%

50%

37%

49%

40%

16%

17%

17%

18%

22%

17%

22%

48%

48%

45%

48%

44%

54%

43%

26%

22%

28%

26%

36%

24%

33%

50%

53%

45%

48%

39%

50%

39%

Now we would like to know more about how you have been feeling lately.

Which of the words below best describe how you have felt because of digitally studying from home instead of attending school as regular?

Please answer on a scale 1-5

69

B2B T2B

24%

26%

28%

20%

29%

14%

40%

37%

35%

49%

29%

47%

EMOTIONS

SAD/HAPPYWORRIED/

CALMBORED/

INSPIREDSTRESSED/RELAXED

UNSAFE/SAFEUNFOCUSED/

FOCUSEDUNPRODUCTIVE

/PRODUCTIVELONELY/

NOT LONELYTIRED/

ENERGETIC

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETYAGE 10-12

15%

23%

25%

6%

15%

9%

54%

45%

39%

71%

57%

68%

33%

26%

34%

33%

43%

39%

30%

41%

29%

34%

22%

29%

14%

19%

20%

7%

11%

8%

61%

44%

44%

66%

59%

69%

2%

11%

10%

2%

19%

5%

81%

71%

62%

83%

49%

79%

20%

24%

25%

12%

13%

8%

47%

43%

38%

49%

57%

65%

22%

26%

30%

14%

21%

17%

42%

41%

28%

54%

37%

56%

13%

17%

18%

13%

22%

13%

51%

50%

43%

57%

46%

57%

25%

20%

29%

24%

33%

23%

56%

61%

42%

52%

41%

51%




70

B2B T2B

28%

33%

32%

26%

36%

24%

35%

35%

33%

39%

26%

38%

EMOTIONS

SAD/HAPPYWORRIED/

CALMBORED/



FOCUSEDUNPRODUCTIVE

/PRODUCTIVELONELY/

NOT LONELYTIRED/

ENERGETIC

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETYAGE 13-15

17%

22%

24%

11%

20%

14%

52%

48%

36%

62%

52%

64%

34%

24%

31%

30%

53%

38%

28%

41%

24%

29%

21%

30%

18%

22%

18%

16%

19%

13%

59%

46%

53%

55%

53%

61%

5%

9%

12%

4%

23%

5%

79%

70%

63%

79%

44%

77%

24%

26%

26%

19%

20%

15%

48%

39%

43%

45%

55%

60%

22%

28%

27%

20%

24%

19%

41%

34%

37%

49%

40%

51%

19%

15%

16%

20%

21%

17%

46%

49%

46%

44%

46%

54%

24%

23%

26%

28%

36%

26%

50%

49%

43%

45%

40%

47%




71

B2B T2B

31%

33%

28%

33%

43%

25%

32%

31%

34%

34%

35%

21%

28%

33%

EMOTIONS

SAD/HAPPYWORRIED/

CALMBORED/



FOCUSEDUNPRODUCTIVE

/PRODUCTIVELONELY/

NOT LONELYTIRED/

ENERGETIC

SWE

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETYAge 16-18

16%

25%

21%

13%

23%

14%

19%

51%

36%

47%

50%

45%

59%

48%

31%

29%

23%

34%

50%

35%

41%

29%

33%

27%

24%

17%

25%

24%

17%

27%

22%

20%

23%

15%

20%

52%

41%

50%

49%

45%

62%

49%

4%

15%

21%

6%

26%

8%

11%

77%

61%

56%

74%

39%

71%

65%

29%

31%

30%

32%

27%

17%

28%

45%

40%

36%

34%

45%

60%

39%

25%

26%

22%

20%

29%

22%

26%

41%

38%

39%

47%

35%

41%

40%

15%

18%

17%

21%

25%

22%

22%

47%

46%

49%

41%

40%

52%

43%

30%

24%

27%

27%

39%

24%

33%

44%

47%

52%

45%

35%

52%

39%




72

B2B T2B

64%

50%

64%

58%

69%

43%

45%

18%

27%

19%

16%

13%

29%

20%

MENTAL HEALTH

TOTALSeen bullying

(23%/8%)

Thought about bullying (23%/8%)

Mental well-being (18%/24%)

Time spent with family (6%/66%)

Time spent with pet (5%/42%)

Time spent with friends (56%/20%)

SWE

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY

28%

28%

27%

22%

22%

17%

16%

5%

7%

6%

7%

8%

13%

12%

27%

28%

28%

20%

23%

17%

15%

5%

7%

6%

6%

7%

14%

12%

16%

22%

21%

10%

23%

15%

21%

27%

23%

28%

21%

21%

25%

21%

6%

8%

6%

5%

6%

5%

8%

69%

66%

72%

62%

70%

70%

54%

5%

7%

6%

4%

4%

6%

5%

45%

41%

51%

37%

40%

41%

40%

Has the following increased or decreased during the period of digital studying from home compared to when you studied from school?

Please answer on a scale from 1-5, where 1= Has decreased a lot, 3 = Has stayed the same and 5 = Has increased a lot73

TOTAL

B2B T2B

67%

57%

68%

58%

68%

43%

18%

23%

18%

18%

15%

31%

MENTAL HEALTH

Seen bullyingThought about

bullyingMental well-

beingTime spent with

family

Time spent with pet

Time spent with friends

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY

32%

31%

25%

21%

24%

18%

6%

8%

6%

8%

11%

12%

32%

34%

27%

18%

25%

15%

6%

6%

5%

8%

9%

11%

13%

17%

18%

9%

16%

7%

27%

23%

30%

22%

25%

27%

6%

6%

9%

3%

6%

1%

72%

72%

75%

66%

76%

79%

4%

7%

6%

4%

5%

2%

47%

44%

52%

38%

44%

42%



AGE 10-12

B2B T2B

65%

47%

61%

59%

69%

47%

16%

32%

21%

18%

11%

26%

MENTAL HEALTH




family

Time spent with pet


NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY

28%

30%

28%

22%

22%

17%

3%

6%

6%

8%

6%

14%

27%

28%

26%

21%

22%

19%

3%

9%

7%

6%

5%

16%

18%

25%

21%

11%

25%

17%

25%

26%

28%

21%

18%

24%

7%

7%

4%

6%

6%

4%

67%

66%

70%

61%

69%

69%

8%

7%

5%

3%

3%

5%

42%

42%

50%

39%

41%

43%



AGE 13-15

B2B T2B

3%

7%

6%

6%

5%

11%

5%

45%

38%

52%

33%

35%

36%

40%

MENTAL HEALTH




family

Time spent with pet


SWE

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY

23%

23%

29%

22%

21%

17%

16%

5%

7%

5%

5%

6%

15%

12%

21%

21%

31%

21%

23%

18%

15%

6%

5%

5%

5%

5%

16%

12%

17%

26%

25%

12%

29%

21%

21%

28%

20%

25%

20%

19%

25%

21%

5%

10%

6%

6%

8%

12%

8%

68%

59%

72%

55%

64%

61%

54%

58%

45%

60%

53%

70%

39%

45%

19%

26%

18%

13%

11%

30%

20%



AGE 16-18

B2B T2B

13%

15%

11%

13%

20%

13%

15%

27%

28%

30%

25%

19%

29%

23%

PHYSICAL HEALTH

TOTALTime spent on

exercise/sports(46%/22%)

Screen time(4%/81%)

Hours slept(14%/40%)

Physical well-being (18%/22%)

Eating regularly(15%/29%)

Eating healthy food (14%/26%)

SWE

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY

47%

54%

50%

38%

57%

47%

31%

26%

15%

22%

26%

16%

23%

23%

3%

5%

4%

3%

3%

6%

5%

83%

82%

84%

79%

84%

77%

77%

15%

18%

14%

12%

14%

11%

11%

45%

42%

45%

38%

38%

39%

36%

17%

20%

18%

13%

21%

16%

19%

23%

22%

25%

20%

18%

25%

20%

11%

17%

10%

15%

18%

15%

16%

32%

37%

38%

23%

21%

26%

24%



TOTAL

B2B T2B

11%

14%

12%

11%

14%

8%

26%

29%

24%

21%

20%

30%

PHYSICAL HEALTH

Time spent on exercise/sports

Screen time Hours sleptPhysical well-

beingEating regularly

Eating healthy food

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY

45%

57%

48%

40%

59%

52%

26%

14%

22%

27%

18%

22%

6%

5%

7%

4%

3%

3%

79%

82%

81%

77%

85%

82%

14%

13%

12%

8%

10%

7%

42%

46%

42%

36%

33%

32%

15%

18%

14%

10%

13%

12%

22%

22%

24%

19%

20%

24%

12%

14%

11%

14%

12%

10%

29%

36%

34%

20%

24%

21%



AGE 10-12

B2B T2B

16%

16%

10%

16%

26%

12%

25%

30%

35%

28%

15%

28%

PHYSICAL HEALTH




Eating healthy food

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY

48%

52%

54%

39%

57%

51%

23%

15%

21%

26%

15%

20%

2%

5%

3%

2%

3%

5%

84%

85%

87%

82%

87%

80%

15%

21%

15%

14%

18%

12%

46%

40%

45%

40%

41%

40%

16%

18%

20%

14%

22%

16%

22%

22%

25%

22%

17%

25%

11%

17%

8%

15%

19%

14%

32%

43%

40%

25%

21%

29%



AGE 13-15

B2B T2B

12%

16%

12%

11%

19%

18%

15%

32%

25%

33%

25%

22%

31%

23%

PHYSICAL HEALTH




Eating healthy food

SWE

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY

48%

51%

47%

35%

55%

38%

31%

28%

17%

25%

23%

14%

28%

23%

1%

5%

2%

4%

4%

11%

5%

88%

79%

85%

76%

80%

67%

77%

16%

19%

15%

15%

13%

16%

11%

46%

38%

49%

38%

42%

47%

36%

20%

25%

21%

16%

30%

21%

19%

24%

21%

27%

18%

17%

26%

20%

11%

21%

10%

17%

25%

22%

16%

35%

32%

41%

24%

19%

30%

24%



AGE 16-18

B2B T2B

TOP 3 MOST MENTIONED - BULLYING CHANNELS

TOTAL

SWE

NOR

DEN

FIN

LAT

LIT

EST

TOP 3 MOST MENTIONED - BULLYING CONVERSATIONS

TOTAL

SWE

NOR

DEN

FIN

LAT

LIT

EST

46%27%

15%

47%27%

19%

44%29%

19%

52%28%

18%

44%30%

19%

45%28%

14%

48%27%

17%

41%22%

18%

NoneParent/family

Teacher/teachers

NoneParent/family

Classmates

NoneParent/family

Teacher/teachers

NoneParent/family

Teacher/teachers

NoneParent/family

Teacher/teachers

NoneParent/family

Classmates

NoneParent/family

Teacher/teachers

NoneDon´t know/Don´t want to…

Parent/family

36%34%

31%

43%40%

37%

43%39%

31%

32%31%

27%

49%40%

30%

32%32%30%

35%26%24%

35%33%

26%

Closed chat groupsSocial media - OpenSociala media - DMs

Public chat groupsSocial media - OpenSocial media - DMs

Closed chat groupsSocial media - DMs

Social media - Open

Social media - OpenClosed chat groupsSocial media - DMs

Social media - OpenClosed chat groups

Digital classroom

Social media - OpenSocial media - DMsClosed chat groups

Closed chat groupsDigital classroom

Social media - DMs

Social media - DMsClosed chat groups

Social media - Open

WELLBEING/SAFETY

Have you talked about bullying on the internet with your school, teacher, parent, other family member or with friends during the time since digital learning from home started?

Please select all that applies! I have talked about bullying on the internet with…

You mentioned that there has been more bullying on internet during the period of digital studying from home.

Is there any channel that you have seen more bullying than in others during the time since digital learning from home started?

81

TOTAL

41%34%

26%

43%38%

23%

38%37%

26%

41%31%

12%

45%30%

22%

39%22%21%

NoneParent/family

Teacher/teachers

NoneParent/family

Teacher/teachers

Parent/familyNone

Teacher/teachers

NoneParent/family

Teacher/teachers

NoneParent/family

Teacher/teachers

NoneDon´t know/Don´t want to…

Parent/family

52%28%

19%

55%25%

17%

44%28%

20%

43%30%

18%

45%30%

17%

42%19%19%

NoneParent/family

Classmates

NoneParent/family

Classmates

NoneParent/family

Teacher/teachers

NoneParent/family

Classmates

NoneParent/family

Teacher/teachers

NoneParent/family

Don´t know/Don´t want to…


AGE 10-12

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY


AGE 13-15

NOR

DEN

FIN

LAT

LIT

EST


Please select all that applies! I have talked about bullying on the internet with…82

AGE 10-12

47%27%

19%

44%25%

18%

58%20%

15%

52%23%

17%

54%18%

13%

56%20%

13%

42%24%

14%

NoneParent/family

Classmates

NoneParent/family

Classmates

NoneParent/family

Classmates

NoneParent/family

Classmates

NoneParent/family

Don´t know/Don´t want to answer

NoneParent/family

Classmates

NoneDon´t know/Don´t want to answer

Parent/family


SWE

NOR

DEN

FIN

LAT

LIT

EST

WELLBEING/SAFETY


Please select all that applies! I have talked about bullying on the internet with…83

AGE 16-18

5%

SAFETY EXPERIENCE

SWE NOR DEN FIN LAT LIT EST

Phishing(Total = 13%)

Viruses(Total = 9%)

Access school platforms(Total = 7%)

Access social media(Total = 5%)

Access web camera(Total = 3%)

Access photos/videos(Total = 4%)

Access lessons(Total = 9%)

Uncomfortable – accidentally(Total = 13%)

Uncomfortable - received photos/videos(Total = 8%)

Password(Total = 5%)

Contacted unknown adult(Total = 8%)

WELLBEING/SAFETY

21% 18% 14% 16% 7% 5% 10%

9% 12% 7% 7% 12% 11% 7%

6% 10% 6% 6% 3% 14% 4%

6% 10% 4% 4% 3% 3% 3%

5% 8% 3% 3% 1% 1% 1%

7% 9% 5% 4% 2% 3% 2%

7% 9% 5% 8% 4% 21% 9%

13% 15% 8% 18% 11% 12% 14%

11% 12% 7% 10% 3% 6% 6%

6% 9% 5% 4% 2% 2% 3%

9% 12% 7% 9% 6% 6%

Okey, not much left to the finish line now, keep up the good work!

Before we finish, we would like to ask some questions regarding online safety.

Have you experienced any of the following things during digital learning from home?

84

TOTAL

Yes

SAFETY EXPERIENCE

NOR DEN FIN LAT LIT EST

Phishing

Viruses

Access school platforms

Access social media

Access web camera

Access photos/videos

Access lessons

Uncomfortable - accidentally

Uncomfortable - received photos/videos

Password

Contacted unknown adult 3%5%

8%

WELLBEING/SAFETY

Okey, not much left to the finish line now, keep up the good work!

Before we finish, we would like to ask some questions regarding online safety.

Have you experienced any of the following things during digital learning from home?

85

AGE GROUPS

8%20% 26%

AGE 16-18

AGE 13-15

AGE 10-12

7%12% 16%

7% 9%15%

7% 7%18%

2%8%

14%

5% 9%14%

4%9%

15%

9% 17% 20%

8% 10%17%

6% 8% 12%

8%15% 14%

11% 11% 20%

8% 6% 9%

5% 5% 7%

6% 4%2%

3% 3%2%

5% 3%6%

6% 4% 5%

10% 6% 7%

5%7% 7%

5% 5% 5%

7% 7%8%

13% 16% 21%

7%8% 8%

6% 6%7%

4% 4% 5%

3% 2%4%

4% 5%2%

7%11%

7%

20% 21% 13%

9% 11% 10%

4% 5% 3%

8% 8% 1…

7% 7%8%

11%12%

11%

2%4% 3%

4% 3%1%

2% 2%0%

1% 2% 1%

2%7%

3%

13% 11%7%

4% 4%

1%

3% 3%

0%

6%5%

6%

4% 5%7%

10% 9% 13%

8%19% 15%

2% 2%4%

1% 1% 2%

3% 3% 4%

13%27% 23%

12% 14%8%

4%7% 7%

3% 3% 2%

5% 5%7%

8% 10% 11%

7% 7% 7%

3% 5% 4%

3% 3% 4%

1% 1% 1%

1%3% 2%

6%10% 10%

13%14% 14%

3%9% 8%

4% 3% 3%

METHOD AND SCOPE

FIELDWORK AND REPORTING

This report is based on a quantitative interviews carried out in

Denmark, Estonia, Finland, Latvia, Lithuania, Norway and

Sweden with children aged 10-18 years. In Sweden, only

children aged 16-18 years were interviewed. The interviews

were conducted through online panels in 8 languages

including Russian in the Baltic countries.

Since GDPR rules state that panellists need to be a minimum

of 18 years old, and that interviewing kids below 16 years of

age requires the consent of a parent or legal guardian, the

survey targeted parents in a first stage. The parent have then

given permission to interview the child and handed over the

device to the child who completed the survey.

Interviews were carried out between 8th of May and 27th of

May. Interview length was approx. 12 minutes.

Results are presented unweighted and as percentages if

nothing else is stated.

In this report results are often presented as Top 2 Box (T2B)

and Bottom 2 Box (B2B), which is the two highest,

respectively two lowest, scores on a 5 point scale. For

example

Scale:

1 – Very bad

2

3 – Neither good or bad

4

5- Very Good

B2B = 1+2 “Bad”

T2B = 4+5 “Good”

The Ipsos team responsible for analysis and reporting:

Jonas Fritz

Insight Consultant

Hanna Agnes Persson

Research Executive

IPSOS

www.ipsos.com

SWEDEN

FINLAND

ESTONIA

LATVIA

LITHUANIA

NORWAY

DENMARK

Total Boys Girls

1005 518 478

Total Boys Girls

1005 518 479

Total Boys Girls

1002 549 478

Total Boys Girls

1001 515 486

Total Boys Girls

1004 501 497

Total Boys Girls

1000 473 520

Total Boys Girls

1000 489 503

7 COUNTRIES, 7017 PARTICIPANTS* Across the countries,

45 kids in total did not

identify as a boy or a

girl. 0%0%

100%

34%34%32%

34%35%

30%

37%37%

26%

41%35%

24%

35%34%31%

36%35%

29%

10-1213-1516-18

10-1213-1516-18

10-1213-1516-18

10-1213-1516-18

10-1213-1516-18

10-1213-1516-18

10-1213-1516-18

SWE

NOR

DEN

FIN

LAT

LIT

EST

AGE

LOCAL PARTNERS

On a national level the following child rights organisations have been involved in Children’s Advisory Panel:

SWEDEN

LATVIAFINLANDESTONIA

children’s experiences with digital learning during … · experiences. in spring 2020, 7017...

Documents