2021 EIP摘要书

J. Danisi, A. Maningat, M. Jonas, V. Woods-Reinicke, N. Slater
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引用次数: 1

摘要

背景和目标:2020年3月,在SARS-CoV-2大流行之后,约有5700万儿童受到大规模学校关闭的影响。许多儿童权益倡导者对关闭实体学校和向虚拟学习过渡对学龄儿童,特别是那些利用学校系统内咨询或特殊教育等资源的儿童的心理健康和福祉的影响表示关切。本系统综述的目的是确定a)学校关闭对K-12年级儿童心理健康的影响和影响(如果有的话),以及b)指导未来关于该主题的研究。方法:系统回顾已发表的文章,探讨与COVID-19相关的学校关闭和向虚拟学习过渡对学龄儿童和青少年心理健康的影响。纳入标准包括:人类研究、学术论文、学龄儿童、SARS-CoV-2研究、心理健康影响、用英语撰写的文章以及在美国进行的研究。排除标准包括:非人类研究、没有英文研究、18岁以上的个体以及SARS-CoV或MERS-CoV研究。搜寻工作在2021年3月20日至2021年4月18日之间进行。文章进一步筛选利用PRISMA流程图。一旦筛选,纳入的文章由研究小组的一名成员审查,并对每篇文章使用pico风格的分析。初步综述后,共有11篇文章被纳入本系统综述。学习要点讨论:我们确定了学校关闭限制了儿童生活的几个方面,如降低膳食成本、心理健康服务和特殊教育。由于学校关闭并随后过渡到在线教育,这些资源变得不可用或受到虚拟技术的限制。由于学校关闭和获得校本资源的机会减少,社会经济背景较低和边缘化社区的儿童特别容易受到负面心理健康变化的影响。这些人属于较低的社会经济阶层,更有可能没有足够的电脑来利用家庭学习,互联网连接更不稳定,更不可能有一个照顾者,可以留在家里帮助他们进行远程学习。这项研究对于了解对儿童的任何不利影响,以及塑造学校项目的未来发展及其资金至关重要。
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2021 EIP abstract book
Background and Objectives: In March 2020, approximately 57 million children were affected by massive school closures in the wake of the SARS-CoV-2 pandemic. Many child advocates expressed concerns about the impact of physical school closures and transition to virtual learning on school-aged children's mental health and well-being, particularly those who utilized resources, such as counselling or special education, within the school system. This systematic review was done to identify a) the effect and impact of school closures on the mental health of children in grades K-12, if any, and b) to guide future research on the topic. Methods: A systematic review focused on published articles addressing the effect that COVID-19 related school closures and transition to virtual learning had on school-aged children's and adolescents' mental health. Inclusion criteria included: human studies, scholarly papers, school-aged children, SARS-CoV-2 research, mental health impacts, an article written in English, and research-based in the United States. Exclusion criteria included: not human studies, studies not available in English, individuals over 18 years old, and SARS-CoV or MERS-CoV research. The search was conducted between March 20, 2021, and April 18, 2021. Articles were further screened utilizing the PRISMA flow diagram. Once screened, included articles were reviewed by one member of the research team and a PICO-style analysis was used for each article. After the initial review, a total of 11 articles were included in this systematic review. Learning Points Discussion: We identified several areas of a child's life that school closures limited access to, such as reduced-cost meals, mental health services, and special education. Since the school closures and subsequent transition to online schooling, these resources became unavailable or limited by virtual technology. Children from lower socioeconomic backgrounds and marginalized communities were particularly vulnerable to negative mental health changes due to school closures and decreased access to school-based resources. These individuals belonging to a lower socioeconomic class are more likely to have inadequate computers to utilize in-home learning, have more unstable internet connections, and are less likely to have a caregiver that can stay home to help with their distanced learning. This research will be vital in understanding any adverse effects on children and shaping the future development of school-based programs and their funding.
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