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Journal ArticleDOI

School closures were over-weighted against the mitigation of COVID-19 transmission: A literature review on the impact of school closures in the United States.

30 Jul 2021-Medicine (Ovid Technologies (Wolters Kluwer Health))-Vol. 100, Iss: 30, pp 9-9
TL;DR: A comprehensive literature search from PubMed, EMBASE, Cochrane Library, Scopus, and Web of Science regarding school closures and its impact on K-12 students was conducted as discussed by the authors.
About: This article is published in Medicine.The article was published on 2021-07-30 and is currently open access. It has received 16 citations till now. The article focuses on the topics: Public health.
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Journal ArticleDOI
TL;DR: Daily, rapid on-site antigen testing is a safe and feasible alternative to mandatory quarantine and can be used to maximize safe in-person learning time during the pandemic.
Abstract: BACKGROUND AND OBJECTIVES Mandatory quarantine upon exposure to Covid-19 results in a substantial number of lost days of school. We hypothesized that implementation of a state-wide test-to-stay (TTS) program would allow more students to participate in in-person learning, and not cause additional clusters of Covid-19 cases due to in-school transmission. METHODS For the 2020/2021 academic year, Massachusetts implemented an opt-in TTS program, in which students exposed to Covid-19 in school are tested each school day with a rapid antigen test. If negative, students may participate in school-related activities that day. Testing occurs daily for a duration of 7 calendar days after exposure. Here, we report the results from the first thirteen weeks of the program. RESULTS 2,298 schools signed up for TTS, and 504,167 individuals out of a total population of 860,457 consented. During the first thirteen weeks with complete data, 1,959 schools activated the program at least once for 102,373 individual, exposed students. Out of 328,271 tests performed, 2,943 positive cases were identified (per person positivity rate, 2.9%, 95% CI 2.8%, 3.0%). A minimum of 325,328 and a maximum of 497,150 days of in-person school were saved through participation in the program. CONCLUSIONS Daily, rapid on-site antigen testing is a safe and feasible alternative to mandatory quarantine and can be used to maximize safe in-person learning time during the pandemic.

13 citations

Journal ArticleDOI
TL;DR: Even in the setting of high community transmission, a TTS strategy resulted in substantial reduction in missed school days in optionally masked schools.
Abstract: OBJECTIVES We evaluated the impact of a test-to-stay (TTS) program on within-school transmission and missed school days in optionally masked kindergarten through 12th grade schools during a period of high community severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission. METHODS Close contacts of those with confirmed SARS-CoV-2 infection were eligible for enrollment in the TTS program if exposure to a non-household contact occurred between 11/29/2021 and 01/28/2022. Consented participants avoided school exclusion if they remained asymptomatic and rapid antigen testing at pre-specified intervals remained negative. Primary outcomes included within-school tertiary attack rate (test positivity among close contacts of positive TTS participants) and school days saved among TTS participants. We estimated the number of additional school-acquired cases resulting from TTS and eliminating school exclusion. RESULTS A total of 1675 participants tested positive or received at least one negative test between days 5 and 7, and completed follow-up; 92% were students and 91% were exposed to an unmasked primary case. We identified 201 positive cases. We observed a tertiary attack rate of 10% (95% CI 6-19%) and 7,272 (89%) of potentially missed days were saved through TTS implementation. We estimated one additional school-acquired case for every 21 TTS participants remaining in school buildings during the entire study period. CONCLUSIONS Even in the setting of high community transmission, a TTS strategy resulted in substantial reduction in missed school days in optionally masked schools.

3 citations

Journal ArticleDOI
TL;DR: In this article , a study was conducted to identify whether and how teachers' perceptions of social-emotional learning (SEL) changed since the onset of the COVID-19 pandemic and found that lower depression symptoms, greater school poverty, and perceived general support (not specific to SEL) from the administration were associated with higher teacher comfort with SEL.
Abstract: Social–emotional learning (SEL) is the process of acquiring and applying knowledge, skills, and attitudes to achieve long-term relational and emotional goals. Teachers often implement SEL strategies in the classroom; however, shifting to online schooling during the COVID-19 pandemic may have impacted teachers’ perceptions of their abilities to implement SEL. This study was designed to identify whether and how teachers’ perceptions of SEL changed since the onset of the COVID-19 pandemic. Teachers (N = 637) in the USA completed a demographic questionnaire, the Depression, Anxiety, and Stress Scale (DASS-21), and rated their beliefs about SEL during the pandemic on a modified version of the Comfort and Culture subscales of the Teacher SEL Beliefs Scale. Data were collected between September 2020 and March 2021. Teachers indicated that they felt neutral to comfortable with SEL and that they felt neutral to supported by their school culture for SEL during the pandemic. Lower depression symptoms, greater school poverty, and perceived general support (not specific to SEL) from the administration were associated with higher teacher comfort with SEL. Further, greater general support from the district and colleagues was associated with greater school culture supporting SEL during COVID-19. Results suggest that addressing teachers’ internalizing symptoms and fostering a supportive work environment is important in aiding teachers in SEL implementation.

2 citations

Journal ArticleDOI
TL;DR: In this article , the authors introduce the most common ethical theories and, building on them, discuss the ethical evaluation of the COVID-19-related school closures, concluding that these measures have had significant negative effects on scholastic attainment, psychosocial and physical health of children and adolescents.
Abstract: The COVID-19 pandemic has led many countries around the world to take drastic measures. Regardless of the epidemiological impact, it is undisputed that these measures have had significant negative effects on scholastic attainment, psychosocial and physical health of children and adolescents. Given their consequences, such interventions evoke the question of their ethical justifiability. This article introduces the most common ethical theories and, building on them, discusses the ethical evaluation of the COVID-19-related school closures.

2 citations

Journal ArticleDOI
TL;DR: In this paper , the authors introduce the most common ethical theories and, building on them, discuss the ethical evaluation of the COVID-19-related school closures, concluding that these measures have had significant negative effects on scholastic attainment, psychosocial and physical health of children and adolescents.
Abstract: The COVID-19 pandemic has led many countries around the world to take drastic measures. Regardless of the epidemiological impact, it is undisputed that these measures have had significant negative effects on scholastic attainment, psychosocial and physical health of children and adolescents. Given their consequences, such interventions evoke the question of their ethical justifiability. This article introduces the most common ethical theories and, building on them, discusses the ethical evaluation of the COVID-19-related school closures.

2 citations

References
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Journal ArticleDOI
TL;DR: A review of the psychological impact of quarantine using three electronic databases is presented in this article, where the authors report negative psychological effects including post-traumatic stress symptoms, confusion, and anger.

10,370 citations

Journal ArticleDOI
TL;DR: Evidence from a selection of research topics relevant to pandemics is discussed, including work on navigating threats, social and cultural influences on behaviour, science communication, moral decision-making, leadership, and stress and coping.
Abstract: The COVID-19 pandemic represents a massive global health crisis. Because the crisis requires large-scale behaviour change and places significant psychological burdens on individuals, insights from the social and behavioural sciences can be used to help align human behaviour with the recommendations of epidemiologists and public health experts. Here we discuss evidence from a selection of research topics relevant to pandemics, including work on navigating threats, social and cultural influences on behaviour, science communication, moral decision-making, leadership, and stress and coping. In each section, we note the nature and quality of prior research, including uncertainty and unsettled issues. We identify several insights for effective response to the COVID-19 pandemic and highlight important gaps researchers should move quickly to fill in the coming weeks and months.

3,223 citations

DOI
16 Mar 2020
TL;DR: Neil M Ferguson, Daniel Laydon, Gemma Nedjati-Gilani, Natsuko Imai, Kylie Ainslie, Sangeeta Bhatia, Adhiratha Boonyasiri, Zulma Cucunubá, Gina Cuomo-Dannenburg, Amy Dighe, Ilaria Dorigatti, Han Fu, Katy Gaythorpe, Will Green, Arran Hamlet, Wes Hinsley, Lucy C Okell.
Abstract: The global impact of COVID-19 has been profound, and the public health threat it represents is the most serious seen in a respiratory virus since the 1918 H1N1 influenza pandemic. Here we present the results of epidemiological modelling which has informed policymaking in the UK and other countries in recent weeks. In the absence of a COVID-19 vaccine, we assess the potential role of a number of public health measures – so-called non-pharmaceutical interventions (NPIs) – aimed at reducing contact rates in the population and thereby reducing transmission of the virus. In the results presented here, we apply a previously published microsimulation model to two countries: the UK (Great Britain specifically) and the US. We conclude that the effectiveness of any one intervention in isolation is likely to be limited, requiring multiple interventions to be combined to have a substantial impact on transmission. Two fundamental strategies are possible: (a) mitigation, which focuses on slowing but not necessarily stopping epidemic spread – reducing peak healthcare demand while protecting those most at risk of severe disease from infection, and (b) suppression, which aims to reverse epidemic growth, reducing case numbers to low levels and maintaining that situation indefinitely. Each policy has major challenges. We find that that optimal mitigation policies (combining home isolation of suspect cases, home quarantine of those living in the same household as suspect cases, and social distancing of the elderly and others at most risk of severe disease) might reduce peak healthcare demand by 2/3 and deaths by half. However, the resulting mitigated epidemic would still likely result in hundreds of thousands of deaths and health systems (most notably intensive care units) being overwhelmed many times over. For countries able to achieve it, this leaves suppression as the preferred policy option. We show that in the UK and US context, suppression will minimally require a combination of social distancing of the entire population, home isolation of cases and household quarantine of their family members. This may need to be supplemented by school and university closures, though it should be recognised that such closures may have negative impacts on health systems due to increased absenteeism. The major challenge of suppression is that this type of intensive intervention package – or something equivalently effective at reducing transmission – will need to be maintained until a vaccine becomes available (potentially 18 months or more) – given that we predict that transmission will quickly rebound if interventions are relaxed. We show that intermittent social distancing – triggered by trends in disease surveillance – may allow interventions to be relaxed temporarily in relative short time windows, but measures will need to be reintroduced if or when case numbers rebound. Last, while experience in China and now South Korea show that suppression is possible in the short term, it remains to be seen whether it is possible long-term, and whether the social and economic costs of the interventions adopted thus far can be reduced.

2,908 citations

Journal ArticleDOI
TL;DR: Research evaluating the direct neuropsychiatric consequences and the indirect effects on mental health is highly needed to improve treatment, mental health care planning and for preventive measures during potential subsequent pandemics.
Abstract: Background During the COVID-19 pandemic general medical complications have received the most attention, whereas only few studies address the potential direct effect on mental health of SARS-CoV-2 and the neurotropic potential. Furthermore, the indirect effects of the pandemic on general mental health are of increasing concern, particularly since the SARS-CoV-1 epidemic (2002–2003) was associated with psychiatric complications.

2,018 citations

Journal ArticleDOI
07 Jun 2016-JAMA
TL;DR: In this nationally representative study of US children and adolescents aged 2 to 19 years, the prevalence of obesity in 2011-2014 was 17.0% and extreme obesity was 5.8%.
Abstract: Importance Previous analyses of obesity trends among children and adolescents showed an increase between 1988-1994 and 1999-2000, but no change between 2003-2004 and 2011-2012, except for a significant decline among children aged 2 to 5 years. Objectives To provide estimates of obesity and extreme obesity prevalence for children and adolescents for 2011-2014 and investigate trends by age between 1988-1994 and 2013-2014. Design, Setting, and Participants Children and adolescents aged 2 to 19 years with measured weight and height in the 1988-1994 through 2013-2014 National Health and Nutrition Examination Surveys. Exposures Survey period. Main Outcomes and Measures Obesity was defined as a body mass index (BMI) at or above the sex-specific 95th percentile on the US Centers for Disease Control and Prevention (CDC) BMI-for-age growth charts. Extreme obesity was defined as a BMI at or above 120% of the sex-specific 95th percentile on the CDC BMI-for-age growth charts. Detailed estimates are presented for 2011-2014. The analyses of linear and quadratic trends in prevalence were conducted using 9 survey periods. Trend analyses between 2005-2006 and 2013-2014 also were conducted. Results Measurements from 40 780 children and adolescents (mean age, 11.0 years; 48.8% female) between 1988-1994 and 2013-2014 were analyzed. Among children and adolescents aged 2 to 19 years, the prevalence of obesity in 2011-2014 was 17.0% (95% CI, 15.5%-18.6%) and extreme obesity was 5.8% (95% CI, 4.9%-6.8%). Among children aged 2 to 5 years, obesity increased from 7.2% (95% CI, 5.8%-8.8%) in 1988-1994 to 13.9% (95% CI, 10.7%-17.7%) ( P P = .03) in 2013-2014. Among children aged 6 to 11 years, obesity increased from 11.3% (95% CI, 9.4%-13.4%) in 1988-1994 to 19.6% (95% CI, 17.1%-22.4%) ( P P = .44). Obesity increased among adolescents aged 12 to 19 years between 1988-1994 (10.5% [95% CI, 8.8%-12.5%]) and 2013-2014 (20.6% [95% CI, 16.2%-25.6%]; P P = .02) and adolescents aged 12 to 19 years (2.6% [95% CI, 1.7%-3.9%] in 1988-1994 to 9.1% [95% CI, 7.0%-11.5%] in 2013-2014; P P value range, .09-.87). Conclusions and Relevance In this nationally representative study of US children and adolescents aged 2 to 19 years, the prevalence of obesity in 2011-2014 was 17.0% and extreme obesity was 5.8%. Between 1988-1994 and 2013-2014, the prevalence of obesity increased until 2003-2004 and then decreased in children aged 2 to 5 years, increased until 2007-2008 and then leveled off in children aged 6 to 11 years, and increased among adolescents aged 12 to 19 years.

1,934 citations

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