Association between neighbourhood composition, kindergarten educator-reported distance learning barriers, and return to school concerns during the first wave of the COVID-19 pandemic in Ontario, Canada.

ABSTRACT:

Introduction

Research to date has established that the COVID-19 pandemic has not impacted everyone equitably. Whether this unequitable impact was seen educationally with regards to educator reported barriers to distance learning, concerns and mental health is less clear.

Objective

The objective of this study was to explore the association between the neighbourhood composition of the school and kindergarten educator-reported barriers and concerns regarding children's learning during the first wave of COVID-19 related school closures in Ontario, Canada.

Methods

In the spring of 2020, we collected data from Ontario kindergarten educators (n = 2569; 74.2% kindergarten teachers, 25.8% early childhood educators; 97.6% female) using an online survey asking them about

SUBMITTER: Spadafora N 

PROVIDER: S-EPMC10170344 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature