Search Results for « School Reopening »

Abstract The purpose of this exploratory qualitative study was to understand the types of mental health supports described in school district reopening plans in one southeastern state, and to understand school social workers’ involvement in developing these plans during the first full academic year of the COVID-19 pandemic. Publicly accessible school district reopening plans were collected from the 80 school districts in South Carolina, and 15 school social workers participated in virtual interviews. Out of the 80 school districts, 67 had reopening plans, and of those, only 43 percent mentioned mental health services and supports. Most school district reopening plans described Tier 1 universal prevention services and supports and a process for mental health assessment, identification, and referral. Fewer included Tier 2 early intervention and Tier 3 targeted and intensive services. Of the school social workers interviewed, only four were involved in helping to develop their school district reopening plans, and when involved, advocated for mental health services and supports for their students. The article concludes with a discussion of the study's implications for school social work practice.

This study examines competing justice claims that stakeholders—including district leaders, families, and educators—evoked during the 2020 COVID-19 New York City school reopening debates. Drawing on frameworks by Fraser (1997, 2000, 2005) and Abu El-Haj (2006) and thematic analysis of 300 news and opinion articles, we examine stakeholders’ overlapping and contested understandings of justice in public education, including claims related to how school resources are distributed; whom district policies recognize; and who is represented in policymaking. In addition to deepening our understanding of the educational politics of the COVID-19 pandemic –an event with field-changing consequences –our analysis offers researchers and policymakers a more robust basis for advancing equity and conceptualizing just educational policy for multiple stakeholders.

Abstract Background: Thousands of school systems have been struggling with the decisions about how to safely and effectively deliver education during the fall semester of 2020, amid the COVID19 pandemic. This study evaluates the public health impact of various school reopening scenarios (when, and how to return in-person instruction) on the spread of COVID19. Methods: An agent-based simulation model was adapted and used to project the number of infections and deaths under multiple school reopening dates and scenarios, including different cohorts receiving in-person instruction on alternating days, only younger children returning to in-person instruction, regular schedule (all students receiving in-person instruction), and school closure (all students receiving online instruction). The study period was February 18 th -November 24 th , 2020 and the state of Georgia was used as a case study. Results: Across all scenarios, the number of COVID19-related deaths ranged from approximately 17 to 22 thousand during the study period, and on the peak day, the number of new infections ranged from 43 to 68 thousand. An alternating school day schedule performed: (i) almost as well as keeping schools closed, with the infection attack rate ranging from 38.5% to 39.8% compared to that of 37.7% under school closure; (ii) slightly better than only allowing children 10 years or younger to return to in-person instruction. Delaying the reopening of schools had a minimal impact on reducing infections and deaths under most scenarios. Conclusions: Reopening schools following a regular schedule, i.e., all children returning to school without strict public health measures, would have serious negative public health consequences. The alternating school day schedule, especially if offered as an option to families and teachers who prefer to opt in, provides a good balance in reducing the infection spread compared to the regular schedule, while ensuring access to in-person education.

The COVID-19 pandemic has seriously disrupted the educational process in every educational institution worldwide. Like many other countries, Pakistan has had to close schools and educational facilities twice over the past year to stop the spread of the COVID-19 pandemic. Objective: To determine early childhood school leader’s knowledge, attitude, practices schools reopening amidst Covid-19. Methods: This cross-sectional survey was conducted to examine Early Childhood School leaders' knowledge and practices related to COVID-19. The data were collected as part of an online survey of 154 school leaders from Karachi's Early Childhood Education (ECE) sector. Results: The knowledge constructs' overall mean score (right answers) was 6.8 with 1.3 standard deviations. Many respondents had misconceptions regarding the covid-19 virus's characteristics; only 70% of them are aware that the virus is not airborne. According to about 65% of the answers, the covid19 virus is not surface carried. On the other hand, more than 90% of the respondents stated that the covid-19 virus spreads through respiratory droplets; consequently, an overwhelming majority (95%) expressed their concern about the transmission of covid19 in school. Nearly 3 out of 4 responders thought the school should continue to be closed. Conclusions: The study concludes that some proper training for school leaders regarding knowledge and practices of Covid-19 would help prepare them for safe school reopening. In addition, the majority of the school leaders showed a positive attitude towards school reopening amidst Covid-19.