Confined Students: A Visual-Emotional Analysis of Study and Rest Spaces in the Homes

Abstract

Confinement was adopted globally as a containment measure to face the COVID pandemic declared by WHO on March 2020. In Spain, the State of Alarm was established for three months. This implied the interruption of educational activities, having a higher incidence for children, since teaching would not be resumed until the following academic year, in September. This, together with the confusing initial information about COVID-19 transmission between children and their families, has made them one of the groups most vulnerable. In this study, a qualitative approach is made to secondary school students (aged 12). They were asked to share their experiences about confinement from the perspective of the home spaces, in relation to two main tasks relevant in this period: the tele-study and their relaxing time and well-being. Using images and narratives with an abstract and emotional description, the response of 46 children was obtained. A sentiment analysis was carried out from their testimonies. Results suggest a greater availability of tele-study spaces with daylighting, mainly in bedrooms, with laptops. For leisure and rest spaces, sofas, beds, and cohabitant gathering were preferred. Written testimonials were mainly positive. Housing features and family cohesion condition their resilience in situations of uncertainty, like confinement