Student resilience to COVID-19-related school disruptions: The value of historic school engagement
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PROVIDER: S-EPMC9742732 | biostudies-literature | 2022 Dec
REPOSITORIES: biostudies-literature
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Project description:IntroductionNational health policies to stop the spread of the COVID-19 virus in the US resulted in widespread school closures and disrupted learning in Spring 2020.MethodsThis study draws on unique individual-level data from n = 282 5-12 year olds enrolled in the NIH Environmental influences on Child Health Outcomes (ECHO) Research Program to investigate associations between caregiver-reported duration of Spring 2020 learning disruptions and academic achievement.ResultsLinear regression analyses estimated that children who experienced more than 4 weeks of instruction disruptions in Spring 2020 scored 4.5 points [95% CI: -8.77, -0.22] lower on age-normed math assessments compared to peers who had four or fewer weeks of disruption, adjusting for sociodemographic variables, pre-pandemic vocabulary, and COVID-19 family hardships and stress. No differences were found for reading. Children whose caregivers had higher levels of pandemic-related traumatic stress and lower educational attainment also had lower math scores, adjusting for all other covariates.DiscussionResults suggest educators and schools focus additional attention on supporting math instruction for children who experienced extended learning disruptions.
| S-EPMC11460541 | biostudies-literature
Project description:On March 16, 2020, French schools suddenly closed due to the COVID-19 pandemic, and middle school students were asked to study from home with no direct interactions with teachers or classmates. However, school plays an important role in the development of social, intellectual, and mental competencies and can counteract the negative effects of adverse life events on learning and early school dropout. In this study, we investigated how the unusual context of school closure during the COVID-19 pandemic affected school engagement. Specifically, we focused on inter-individual differences in the motivational determinants of school engagement. We thus performed an online survey of 170 students focusing on the time spent on mathematics assignments, motivation regulation, implicit theories of intelligence, such as adopting a growth or a fixed mindset about his/her intellectual abilities, and optimism. Importantly, the students participated in the online survey during the first lockdown period, with schools closed (T1), and the second lockdown period, with schools remaining open (T2). During T1, identified motivation positively predicted the time spent on math homework assignments: the more the students thought that working on math exercises was useful for their future life, the more time they spent studying. Importantly, the link between identified motivation and school engagement was specific to T1, when schools were closed, as indicated by a significant interaction between identified motivations by type of lockdown. These results suggest that having self-determined motivation is of particular importance when students are deprived of social and intellectual interactions with classmates and teachers. This finding paves the way toward the development of wise rational interventions that target identified motivation and can be applied during challenging societal times and adverse, common life events to keep students engaged with school.
| S-EPMC8635061 | biostudies-literature
Project description:ImportanceThe COVID-19 pandemic impacted the timely diagnosis of cancer, which persisted as the second leading cause of death in the US throughout the pandemic.ObjectiveTo evaluate the disruption and potential recovery in cancer detection during the first (2020) and second (2021) years of the COVID-19 pandemic.Design, setting, and participantsThis cross-sectional study involved an epidemiologic analysis of nationally representative, population-based cancer incidence data from the Surveillance, Epidemiology, and End Results (SEER) Program. Included patients were diagnosed with incident cancer from January 1, 2000, through December 31, 2021. The analysis was conducted in May 2024 using the April 2024 SEER data release, which includes incidence data through December 31, 2021.ExposuresDiagnosis of cancer during the first 2 years of the COVID-19 pandemic (2020, 2021).Main outcomes and measuresDifference between the expected and observed cancer incidence in 2020 compared with 2021, with additional analyses by demographic subgroups (sex, race and ethnicity, and age group) and community (county-level) characteristics.ResultsThe analysis included 15 831 912 patients diagnosed with invasive cancer between 2000 and 2021, including 759 810 patients in 2020 and 825 645 in 2021. The median age was 65 years (IQR, 56-75 years), and 51.0% were male. The percentage difference between the expected and observed cancer incidence was -8.6% (95% CI, -9.1% to -8.1%) in 2020, with no significant difference in 2021 (-0.2%; 95% CI, -0.7% to 0.4%). These translated to a cumulative (2020-2021) deficit in observed vs expected cases of -127 931 (95% CI, -139 206 to -116 655). Subgroup analyses revealed that incidence rates remained substantially depressed from expected rates into 2021 for patients living in the most rural counties (-4.9%; 95% CI, -6.7% to -3.1%). The cancer sites with the largest cumulative deficit in observed vs expected cases included lung and bronchus (-24 940 cases; 95% CI, -28 936 to -20 944 cases), prostate (-14 104 cases; 95% CI, -27 472 to -736 cases), and melanoma (-10 274 cases; 95% CI, -12 825 to -7724 cases).Conclusions and relevanceThis cross-sectional study of nationally representative registry data found that cancer incidence recovered meaningfully in 2021 following substantial disruptions in 2020. However, incidence rates need to recover further to address the substantial number of patients with undiagnosed cancer during the pandemic.
| S-EPMC11474412 | biostudies-literature
Project description:ImportanceThere are suggestions that school pressure may be stressful and a factor in child and adolescent mental health disturbances, but data about this association are scarce and inconclusive.ObjectiveTo assess whether varying degrees of school interruption were associated with changes in emergency department (ED) psychiatric visits of children and adolescents before and after the COVID-19 outbreak.Design, setting, and participantsA cross-sectional observational study was conducted at 9 urban university hospitals in Italy. All ED visits from January 1, 2018, to December 31, 2021, for psychiatric reasons of patients younger than 18 years were examined for demographic characteristics and type of psychopathologic factors. Data analysis was conducted from July 1 to August 31, 2023.ExposureThe disruption in the usual succession of school and holiday periods brought on by the COVID-19 pandemic at different times and with various degrees of intensity.Main outcomes and measuresTotal number of pediatric ED visits, psychiatric ED visits, and psychiatric ED visits categorized by specific reasons (eg, psychomotor agitation, suicide ideation [SI] or suicide attempt [SA], and eating disorders) on a weekly basis.ResultsA total of 13 014 psychiatric ED visits (1.3% of all pediatric ED visits) were recorded (63.2% females; mean [SD] age, 13.8 [3.8] years). The number of ED psychiatric visits increased over time (incidence rate ratio [IRR], 1.19; 95% CI, 1.16-1.22 for each year). Significant increases in ED visits were observed for eating disorders (294.8%), SI (297.8%), and SA (249.1%). School opening, but not social lockdown restriction, was associated with an increase in the number of ED psychiatric visits (IRR, 1.29; 95% CI, 1.23-1.34), which was evident for females and for SI with SA. Socioeconomic status was associated with an increase in psychiatric visits for males (IRR, 1.12; 95% CI, 1.04-1.20) but not females (IRR, 1.04; 95% CI, 0.98-1.10).Conclusions and relevanceIn this study, school opening was associated with an increased incidence of acute psychiatric emergencies among children and adolescents, suggesting that school can be a substantial source of stress with acute mental health implications.
| S-EPMC11301547 | biostudies-literature
Project description:We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students' frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students' sense of belonging and self-efficacy; and emotional engagement, including students' attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester. We found that while overall behavioral engagement did not change, students participated less frequently in class discussions but met with professors more often outside of class. We saw no significant change in cognitive engagement, indicating that while students' sense of belonging and self-efficacy ideally increases over the course of the semester, in this case, it did not. Most alarmingly, we found a significant decrease in emotional engagement, with students reporting a drastic decline in positive attitudes toward science. Students' reported stress levels remained unchanged, and students reported a slight increase in their perceived value of the science course they were taking. These data shed light on how the transition to online learning had an overall negative impact on undergraduate student engagement in science courses.
| S-EPMC8046661 | biostudies-literature
Project description:IntroductionWe assessed students' perception of the impact of the pandemic on their well-being, education, academic achievement, and whether grit and resilience alter students' ability to mitigate the stress associated with disruptions in education. We hypothesized that students would report a negative impact, and those with higher grit and resilience scores would be less impacted.MethodsA multidisciplinary team of educators created and distributed a survey to medical students. Survey results were analyzed using descriptive statistics, ANOVA, and multivariate linear regressions. A p-value <.05 was considered statistically significant.ResultsA total of 195 students were included in the study. Approximately 92% reported that clinical education was negatively affected, including participants with higher grit scores. Students with higher resilience scores were more optimistic about clinical education. Those with higher resilience scores were less likely to report anxiety, insomnia, and tiredness.ConclusionMore resilient students were able to manage the stress associated with the disruption in their education. Resiliency training should be year-specific, and integrated into the UME curriculum due to the different demands each year presents.
| S-EPMC8782734 | biostudies-literature
Project description:COVID-19 pandemic-related disruptions to EUS-based pancreatic cancer surveillance in high-risk individuals remain uncertain. Analysis of enrolled participants in the CAPS5 Study, a prospective multicenter study of pancreatic cancer surveillance in high-risk individuals. Amongst 693 enrolled high-risk individuals under active surveillance, 108 (16%) had an EUS scheduled during the COVID-19 pandemic-related shutdown (median length of 78 days) in the spring of 2020, with 97% of these procedures being canceled. Of these canceled surveillance EUSs, 83% were rescheduled in a median of 4.1 months, however 17% were not rescheduled after 6 months follow-up. Prior history of cancer was associated with increased likelihood of rescheduling. To date no pancreatic cancer has been diagnosed among those whose surveillance was delayed. COVID-19 delayed pancreatic cancer surveillance with no adverse outcomes in efficiently rescheduled individuals. However, 1 in 6 high-risk individuals had not rescheduled surveillance, indicating the need for vigilance to ensure timely surveillance rescheduling.
| S-EPMC8055495 | biostudies-literature
Project description:Studies of tickborne illness have benefited from interactions between scientists and community members. Most participants in community science projects are well-educated adults, but there are anticipated benefits from engaging younger students in research. We evaluated whether an outreach experience for rural middle-school students promoted student interest in science and resulted in the generation of samples that could be used for tick testing to assess disease risk. Middle-school students from 78 Wisconsin communities developed interdisciplinary hypotheses about the spread of Lyme disease, identified ticks, and extracted DNA from ticks to assess the prevalence of pathogens Borrelia burgdorferi, Anaplasma phagocytophillium, and Babesia microti. As a result of this intervention, students were able to successfully complete the research protocol and explain the rationale for completing the experiment. Of student participants, 84.7% reported no difficulty completing the protocol, 66% of the student samples gave reliable PCR results, and 76% of students reported interest in participating in similar experiments. Our study shows that tick outreach programs that incorporate community-based science promote knowledge about Lyme disease, facilitate engagement between students and scientists, and generate samples that can be successfully utilized for pathogen testing.
| S-EPMC8708189 | biostudies-literature
Project description:The 2020 State of the Food Security and Nutrition World report suggests that the COVID-19 pandemic may render 83 to 132 million people food insecure. The global south has been projected to be adversely affected by COVID-19 in terms of food and nutritional security. This potentially renders Africa off track in achieving SDG -2 of zero hunger by 2030. Ghana is a net importer of rice and how the sector responded to the global pandemic has received less traction in the agri-food system literature. There is skewed literature that concentrates on the global north. The paper employed a qualitative approach involving key informant interviews across 6 regions in Ghana. The study covered 48 Agricultural Extension Agents (AEAs) and Monitoring and Evaluation (M&E) officers, 80 farmers, and 48 market leaders. We use one of the country's main food staple - rice to show the food (in)-security situation during the pandemic. We articulate that using the right food security conceptual and theoretical framing remains imperative in understanding food (in)-security. The findings showed price hikes during the imposition of lockdown affected access (physical and effective demand). Rice however remained available during and after the lockdown imposition. Ghana's rice production output was affected during the COVID-19 pandemic in 2020. The ramification of COVID-19 on Ghana's rice sector was not dire but points to the vulnerability of the rice value chain to future pandemics. Important policy actions are needed to consolidate particular gains made in Ghana's planting for food and jobs to minimize rice imports.
| S-EPMC8469374 | biostudies-literature
Project description:Background and objectivesThe COVID-19 pandemic exacerbated the public health concerns of social isolation and loneliness for older people who are vulnerable due to their health conditions and more restrictive social measures. However studies revealed that many older adults demonstrated high resilience and remained emotionally stable during the pandemic, particularly those who had a broad engagement with online technology that could compensate for their isolation. Yet, little empirical research has examined explicitly the association between online engagement and loneliness among older adults, and the role resilience played in this relationship during the pandemic. This study contributed to the literature by addressing these research gaps.Research design and methodsThis study investigated the relationships between online engagement (sum of involvement in 31 online activities), resilience (sum of positive experiences and personal growth during COVID-19) and loneliness (mean of 11-items from the revised version of the UCLA loneliness scale) among community-dwelling older people (aged 60+), using national survey data from the 2020 Health and Retirement Study (HRS) collected during the COVID-19 pandemic (N = 3,552).Results and conclusionOnline engagement was negatively associated with levels of loneliness (β = -0.080, 95% CI [-0.118, -0.047]), and this association was partially mediated by levels of resilience (β = -0.023, 95% CI [-0.031, -0.016]. The findings suggested that a broad integration of online technology into daily-life may have helped older people combat loneliness during the pandemic, and resilience could be one important mechanism that linked this association.
| S-EPMC10277258 | biostudies-literature