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Ash MJ, Knutzen KE, Ogbeide I, Renfro TL, Ramirez MR, Woods-Jaeger B. Barriers and Facilitators to the Online Delivery of a School-Based Intervention to Reduce Racial Trauma. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2023; 50:750-762. [PMID: 37332082 DOI: 10.1007/s10488-023-01281-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/02/2023] [Indexed: 06/20/2023]
Abstract
Students of color face disproportionate rates of adverse childhood experiences, including racial discrimination in school settings. Effective interventions strategies are needed to address school-based racial trauma. Link for Equity was designed to be a culturally-responsive trauma-informed intervention that includes universal cultural humility training for teachers. As a result of the COVID-19 pandemic, the in-person trauma-informed cultural humility training was adapted for online delivery. The purpose of this study was to assess barriers and facilitators that impacted online delivery of the training. We conducted semi-structured interviews with 25 high school teachers from three public school districts in the Midwestern United States who participated in the online training. Interview transcripts were coded by two team members, and thematic analysis was utilized. Barriers and facilitators to online delivery were identified across five domains: receptivity, logistics, engagement, comfort, and application. The implications of these barriers and facilitators are discussed and tailored recommendations for the virtual delivery of culturally-responsive trauma-informed interventions to reduce racial discrimination in schools are provided.
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Affiliation(s)
- Marcia J Ash
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, 1518 Clifton Rd. NE, Atlanta, GA, 30322, USA.
| | - Kristin E Knutzen
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, 1518 Clifton Rd. NE, Atlanta, GA, 30322, USA
| | - Ighedosa Ogbeide
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, 1518 Clifton Rd. NE, Atlanta, GA, 30322, USA
| | - Tiffaney L Renfro
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, 1518 Clifton Rd. NE, Atlanta, GA, 30322, USA
| | - Marizen R Ramirez
- Division of Environmental Health Sciences, School of Public Health, University of Minnesota, Minneapolis, MN, USA
| | - Briana Woods-Jaeger
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, 1518 Clifton Rd. NE, Atlanta, GA, 30322, USA
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Dvorsky MR, Shroff D, Larkin Bonds WB, Steinberg A, Breaux R, Becker SP. Impacts of COVID-19 on the school experience of children and adolescents with special educational needs and disabilities. Curr Opin Psychol 2023; 52:101635. [PMID: 37451025 PMCID: PMC10275652 DOI: 10.1016/j.copsyc.2023.101635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Revised: 06/11/2023] [Accepted: 06/11/2023] [Indexed: 07/18/2023]
Abstract
This review of research conducted between March 2020-April 2023 summarizes the impact of COVID-19 on the learning and school experiences of children and adolescents with special educational needs and dis/abilities (SENDs) including youth with neurodevelopmental disorders, learning differences, intellectual, developmental, and other disabilities. This research highlights the far-reaching consequences of COVID-19, with the most detrimental effects experienced by students of color, those from under-resourced communities, and those with multiple marginalized identities, whose struggles with systemic inequities have been amplified by the pandemic. To date, most studies have been cross-sectional and utilized qualitative methods. Future research should examine long-term impacts and ways to promote growth in learning and social-emotional functioning among students with SENDs.
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Affiliation(s)
- Melissa R Dvorsky
- Division of Psychology and Behavioral Health, Children's National Hospital, Washington, DC, USA; Department of Psychiatry & Behavioral Sciences, And Department of Pediatrics, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
| | - Delshad Shroff
- Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| | - W Bianca Larkin Bonds
- Division of Psychology and Behavioral Health, Children's National Hospital, Washington, DC, USA; Department of Psychology, Howard University, Washington DC, USA
| | - Amanda Steinberg
- Division of Psychology and Behavioral Health, Children's National Hospital, Washington, DC, USA
| | - Rosanna Breaux
- Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| | - Stephen P Becker
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
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Coulter KM, Benner AD. The racialized landscape of COVID-19:Reverberations for minority adolescents and families in the U.S. Curr Opin Psychol 2023; 52:101614. [PMID: 37364467 PMCID: PMC10240907 DOI: 10.1016/j.copsyc.2023.101614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 05/31/2023] [Accepted: 06/01/2023] [Indexed: 06/28/2023]
Abstract
COVID-19 has caused unprecedented disruptions to American society, yet the ramifications have exhibited a pronounced impact for racial/ethnic minority adolescents and their families. Alongside upheavals to social and learning environments, minoritized youth have navigated disproportionate health and socioeconomic challenges within their families in addition to amplified racial tensions. As a result, the pandemic has disparately impacted racial/ethnic minorities. In this review, we synthesize studies of the pandemic to describe the hardships faced by racial/ethnic minority families and adolescents, their reverberation on dimensions of well-being, and the assets which buttress their welfare in the midst of COVID-19. It is imperative that future pandemic response efforts aid the most vulnerable, particularly communities of color, to ensure equitable welfare and post-pandemic recovery.
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Affiliation(s)
- Kiera M Coulter
- Population Research Center, University of Texas at Austin, 305 E 23rd Street, Austin, TX, 78712, USA.
| | - Aprile D Benner
- Department of Human Development and Family Sciences, University of Texas at Austin, 1 University Station A2702, Austin, TX, 78723, USA
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Choi MJ, Hong JS, Travis R, Kim J. Effects of school environment on depression among Black and White adolescents. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:1181-1200. [PMID: 36493332 DOI: 10.1002/jcop.22969] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 10/31/2022] [Accepted: 11/02/2022] [Indexed: 06/17/2023]
Abstract
While the school environment is critical for adolescents' psychological development, how the school environment influences depression among different racial groups has not been fully explored. This study aims to identify the effects of the school environment (school connectedness, school climates, trouble with peers and teachers) on depressive symptoms among Black and White adolescents. It also compares how the effects of school environments differ between Black and White adolescents. This study analyzed wave 6 of the Fragile Families and Child Well-being Study, a longitudinal birth cohort study in 20 major cities across the United States. Almost three-fourth (73.39%) of the adolescents were Black, and 26.61% were White. About half (50.46%) of the adolescents were females, and the mean age of adolescents was 15.39. Multiple regression analysis showed that higher school connectedness and less frequent troubles with teachers were associated with lower depression among Black adolescents. In contrast, only school connectedness was associated with depression among White adolescents. Higher school connectedness was associated with lower depressive symptoms for both Black and White adolescents. However, the magnitude of the effects of school connectedness was found to be statistically weaker among Black adolescents. These findings suggest a need for creating a racially equitable school environment that makes every student feel more connected to their schools, especially Black students.
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Affiliation(s)
- Mi Jin Choi
- School of Social Work, Texas State University, San Marcos, Texas, USA
| | - Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, Michigan, USA
- Department of Social Welfare, Ewha Womans University, Seoul, South Korea
| | - Raphael Travis
- School of Social Work, Texas State University, San Marcos, Texas, USA
| | - Jangmin Kim
- School of Social Work, University at Buffalo, Buffalo, New York, USA
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Koffer Miller KH, Cooper DS, Ventimiglia JC, Shea LL. Feeling intimidated and uncomfortable: Established and exacerbated educational inequities experienced by black parents of autistic children. Autism Res 2023; 16:1040-1051. [PMID: 36929573 DOI: 10.1002/aur.2919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Accepted: 03/05/2023] [Indexed: 03/18/2023]
Abstract
There are clear racial disparities that impact the education system. To capture the educational experiences of family members of Black autistic children as compared to white autistic children in the United States (US), a mixed methods design was implemented and included semi-structured interviews with family members of children between the ages of 5-12 who participated in a survey. The survey responses were used as attribute data. Twenty-nine interviews were conducted with parents of school-age autistic children. Findings from this study highlight challenges experienced by parents including education service use and engagement during the COVID-19 pandemic, engaging with school personnel, and securing accommodations. The findings from this study illuminate the disparities experienced by Black parents of autistic children directly reported by the parents themselves in comparison to white parents. The themes elucidated in this study have implications for policy, practice, and research to ensure equity in educational settings for Black autistic students and their families.
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Affiliation(s)
- Kaitlin H Koffer Miller
- Policy and Analytics Center, AJ Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
| | - Dylan S Cooper
- Policy and Analytics Center, AJ Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
| | - Jonas C Ventimiglia
- Policy and Analytics Center, AJ Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
| | - Lindsay L Shea
- Policy and Analytics Center, AJ Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
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McKune SL, Acosta D, Fujii Y, Joyce-Beaulieu D, Sayeed MA, Cato E, Flaherty KE, Creasy-Marrazzo A, Pu R, Kariyawasam S, Arukha A, Cummings DAT, Long MT, Maurelli AT, Nelson EJ. The infected and the affected: A longitudinal study of the impact of the COVID-19 pandemic on schoolchildren in Florida. Front Public Health 2023; 11:1003923. [PMID: 36969651 PMCID: PMC10030597 DOI: 10.3389/fpubh.2023.1003923] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 02/16/2023] [Indexed: 03/29/2023] Open
Abstract
Objectives To identify risk factors associated with symptoms of anxiety, depression, and obsessive-compulsive disorder (OCD) among children during the 1st year of the COVID-19 pandemic. Methods A longitudinal study with three cross-sectional timepoints [April 2020 (n = 273), October 2020 (n = 180), and April 2021 (n = 116)] was conducted at a K-12 public school in Florida. Infection and sero-positivity for SARS-CoV-2 was determined by molecular and serologic approaches. Adjusted odds ratios using mixed effect logistic regression models for symptom-derived indicators of anxiety, depression, and OCD in children in April 2021 are presented; past infection and seropositivity were included in the models. Results The prevalence of anxiety, depression, or OCD moved from 47.1, to 57.2, to 42.2% across the three timepoints during the study. By endline of the study, in April 2021, non-white children were at higher risk for depression and OCD. Risk for anxiety, depression, and OCD was associated with students who lost a family member due to COVID-19 and who were identified as at-risk in previous timepoints. Rates of SARS-CoV-2 infection and seropositivity were low and not statistically associated with assessed outcomes. Conclusions In situations like the COVID-19 pandemic, targeted mental health interventions and screenings are needed in children and adolescents, especially among minority children.
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Affiliation(s)
- Sarah L. McKune
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
- *Correspondence: Sarah L. McKune
| | - Daniel Acosta
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
| | - Yui Fujii
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
| | - Diana Joyce-Beaulieu
- Department of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida, Gainesville, FL, United States
| | - Md Abu Sayeed
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
- Department of Pediatrics, University of Florida, Gainesville, FL, United States
| | - Emilee Cato
- Department of Pediatrics, University of Florida, Gainesville, FL, United States
| | - Katelyn E. Flaherty
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
| | - Ashton Creasy-Marrazzo
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
- Department of Pediatrics, University of Florida, Gainesville, FL, United States
| | - Ruiyu Pu
- Department of Comparative Diagnostic and Population Medicine, College of Veterinary Medicine, University of Florida, Gainesville, FL, United States
- Emerging Pathogens Institute, University of Florida, Gainesville, FL, United States
| | - Subhashinie Kariyawasam
- Department of Comparative Diagnostic and Population Medicine, College of Veterinary Medicine, University of Florida, Gainesville, FL, United States
| | - Anantha Arukha
- Department of Comparative Diagnostic and Population Medicine, College of Veterinary Medicine, University of Florida, Gainesville, FL, United States
| | - Derek A. T. Cummings
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
- Department of Pediatrics, University of Florida, Gainesville, FL, United States
| | - Maureen T. Long
- Department of Comparative Diagnostic and Population Medicine, College of Veterinary Medicine, University of Florida, Gainesville, FL, United States
- Emerging Pathogens Institute, University of Florida, Gainesville, FL, United States
| | - Anthony T. Maurelli
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
- Emerging Pathogens Institute, University of Florida, Gainesville, FL, United States
| | - Eric J. Nelson
- Department of Environmental and Global Health, University of Florida, Gainesville, FL, United States
- Department of Pediatrics, University of Florida, Gainesville, FL, United States
- Emerging Pathogens Institute, University of Florida, Gainesville, FL, United States
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Bocanegra JO, Grapin SL, Zhang Y, Gubi AA. Undergraduate school psychology courses: A potential tool for diversifying the field of school psychology? PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Joel O. Bocanegra
- School Psychology and Educational Leadership Idaho State University Pocatello Idaho USA
| | - Sally L. Grapin
- Psychology Department Montclair State University Montclair New Jersey USA
| | - Yanchen Zhang
- Department of Psychological and Quantitative Foundations The University of Iowa Iowa City Iowa USA
| | - Aaron A. Gubi
- Advanced Studies in Psychology Kean University Union New Jersey USA
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Boutzoukas AE, Zimmerman KO, Benjamin DK, Chick KJ, Curtiss J, Høeg TB. Quarantine Elimination for K-12 Students With Mask-on-Mask Exposure to SARS-CoV-2. Pediatrics 2022; 149:e2021054268L. [PMID: 34737181 PMCID: PMC9647775 DOI: 10.1542/peds.2021-054268l] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/20/2021] [Indexed: 02/03/2023] Open
Abstract
OBJECTIVES With layered mitigation strategies, there are low rates of secondary transmission of severe acute respiratory syndrome coronavirus 2; therefore, quarantine after close-contact exposure to severe acute respiratory syndrome coronavirus 2 in the kindergarten through 12th grade (K-12) setting further disrupts in-person learning with uncertain benefit. We explored the impact of eliminating quarantine for students with mask-on-mask exposures to coronavirus disease 2019 (COVID-19) on associated secondary transmission in schools. METHODS This observational study was conducted in a large K-12 public school district in Omaha, Nebraska (August 1, 2020, to March 15, 2021). We assessed primary and secondary COVID-19 infections in teachers and staff, frequency of quarantine for students and staff, and the impact of eliminating quarantine on secondary transmission in mask-on-mask exposure settings. RESULTS A total of 18 632 and 19 604 students and 2855 staff attended in-person learning in the fall and spring semesters, respectively; 1856 primary infections were among students and staff. Despite 3947 student quarantines in the fall and 1689 student quarantines in the first 10 weeks of spring semester instruction, there were only 2 cases of secondary transmission. A local policy change removed quarantine requirements for students with mask-on-mask exposure to COVID-19. Required quarantines in the spring semester reduced by 41% per primary infection compared with the fall; no student who qualified to avoid quarantine developed a secondary infection. CONCLUSIONS School-based COVID-19 transmission was exceptionally low in this large K-12 Nebraska school district. Elimination of student quarantine after masked exposure to COVID-19 within school was not associated with secondary transmission. Elimination of unnecessary quarantine elimination may help maximize in-person learning in the 2021-2022 school year.
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Affiliation(s)
- Angelique E. Boutzoukas
- Duke Clinical Research Institute
- Department of Pediatrics, School of Medicine, Duke University, Durham, North Carolina
| | - Kanecia O. Zimmerman
- Duke Clinical Research Institute
- Department of Pediatrics, School of Medicine, Duke University, Durham, North Carolina
- The ABC Science Collaborative, Durham, North Carolina
| | - Daniel K. Benjamin
- Duke Clinical Research Institute
- Department of Pediatrics, School of Medicine, Duke University, Durham, North Carolina
- The ABC Science Collaborative, Durham, North Carolina
| | | | | | - Tracy Beth Høeg
- Department of Physical Medicine and Rehabilitation, University of California, Davis, Sacramento, California
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