COVID-19 school closures and educational achievement gaps in Canada: Lessons from Ontario summer learning research

Understanding Education Workers' Stressors after Lockdowns in Ontario, Canada: A Qualitative Study

Understanding the experiences and stressors of education workers is critical for making improvements and planning for future emergency situations. Province-specific studies offer valuable information to understand the stressors of returning to the workplace. This study aims to identify the stressors education workers experienced when returning to work after months of school closures. This qualitative data is part of a larger study. Individuals completed a survey including a questionnaire and some open-ended questions in English and French. A total of 2349 respondents completed the qualitative portion of the survey, of which most were women (81%), approximately 44 years of age, and working as teachers (83.9%). The open-ended questions were analyzed using thematic analysis. Seven themes emerged from our analysis: (1) challenges with service provision and using technology; (2) disruption in work-life balance; (3) lack of clear communication and direction from the government and school administration; (4) fear of contracting the virus due to insufficient health/COVID-19 protocols; (5) increase in work demands; (6) various coping strategies to deal with the stressors of working during the COVID-19 pandemic; (7) lessons to be learned from working amid a global pandemic. Education workers have faced many challenges since returning to work. These findings demonstrate the need for improvements such as greater flexibility, training opportunities, support, and communication.

Disruption to Education During COVID-19: School Nonacademic Factors Are Associated with Children's Mental Health

OBJECTIVE

Few studies have examined aspects of the school environment, beyond modality, as contributors to child and youth mental health during the coronavirus pandemic. We investigated associations between nonacademic school experiences and children's mental health.

METHODS

Parents of children ages 6 to 18 years completed online surveys about school experiences (November 2020) and mental health (February/March 2021). Parent-reported and child-reported school experiences (i.e., nonacademic factors) included school importance, adapting to public health measures, and school connectedness. Children's mental health symptoms of depression, anxiety, inattention, and hyperactivity were collected using standardized parent-reported measures.

RESULTS

Children's (N = 1052) self-reported and parent-reported nonacademic factors were associated with mental health outcomes, after adjusting for demographics and previous mental health. Lower importance, worse adapting to school changes, and less school connectedness were associated with greater depressive symptoms ( B = -4.68, CI [-6.04, -3.67] to - 8.73 CI [-11.47, 5.99]). Lower importance and worse adapting were associated with greater anxiety symptoms ( B = - 0.83 , CI [-1.62, -0.04] to -1.04 CI [-1.60, -0.48]). Lower importance was associated with greater inattention (B = -4.75, CI [-6.60, -2.90] to -6.37, CI [-11.08, -7.50]). Lower importance and worse adapting were associated with greater hyperactivity (B = -1.86, CI [-2.96, -0.77] to -4.71, CI [-5.95, -3.01]).

CONCLUSION

Schools offer learning opportunities that extend beyond curriculum content and are a primary environment where children and youth develop connections with others. These aspects of school, beyond academics, should be recognized as key correlates of child and youth mental health.

Theory-Guided Remote Cooperative Learning-Based Preventive Dental Education as Part of the School Curriculum

BACKGROUND

Oral health is fundamental to overall well-being. As teens are at high risk for tooth decay, we require a unique approach to motivate them to maintain oral health.

METHODS

Sixty-four adolescents (10-13 years) were recruited from 2 schools. Oral health education was based on cooperative learning guided by the social determination theory (SDT) principles. Students' oral health knowledge and oral self-care skills were assessed at baseline (before education), 3 weeks, and 6 months after the education.

RESULTS

Complete data were available for 51 students (follow-up rate 79.7%). There were significant (p < 0.001) changes in the mean (SD) toothbrushing score from 10.1 (±6.3) (baseline) to 26.5 (±6.0) (follow-up 1) and to 28.1 (±5.3) (follow-up 2). The mean (SD) tooth brushing time significantly (p < 0.001) increased from the baseline of 84.0 (±43.5) to the first follow-up to 107.0 (±39.8) and to 102.3 (±33.1) at the second follow-up. The mean (SD) diet knowledge scores significantly (p < 0.001) increased from 8.2 (±2.1) at the baseline to 10.2 (±2.7) at the first follow-up and remained the same at the second follow-up.

CONCLUSION

Social determination theory-guided cooperative learning was efficient in improving student oral health-related knowledge and oral self-care skills, and this improvement was maintained for 6 months after the discontinued education.

Changes in mobility amid the COVID-19 pandemic in Sapporo City, Japan: An investigation through the relationship between spatiotemporal population density and urban facilities

By the end of 2021, the Omicron variant of coronavirus disease 2019 had become the dominant cause of a worldwide pandemic crisis. This demands a deeper analysis to support policy makers in creating interventions that not only protect people from the pandemic but also remedy its negative effects on the economy. Thus, this study investigated people's mobility changes through the relationship between spatiotemporal population density and urban facilities. Results showed that places related to daily services, restaurants, commercial areas, and offices experienced decreased visits, with the highest decline belonging to commercial facilities. Visits to health care and production facilities were stable on weekdays but increased on holidays. Educational institutions' visits decreased on weekdays but increased on holidays. People's visits to residential housing and open spaces increased, with the rise in residential housing visits being more substantial. The results also confirmed that policy interventions (e.g., declaration of emergency and upgrade of restriction level) have a great impact on people's mobility in the short term. The findings would seem to indicate that visit patterns at service and restaurant places decreased least during the pandemic. The analysis outcomes suggest that policy makers should pay more attention to risk perception enhancement as a long-term measure. Furthermore, the study clarified the population density of each facility type in a time series. Improving model performance would be promising for tracking and predicting the spread of future pandemics.

Directed content analysis: A life course approach to understanding the impacts of the COVID-19 pandemic with implications for public health and social service policy

BACKGROUND

The COVID-19 pandemic has had broad impacts on individuals, families and communities which will continue to require multidimensional responses from service providers, program developers, and policy makers.

OBJECTIVES

The purpose of this study was to use Life Course theory to understand and imagine public health and policy responses to the multiple and varied impacts of the COVID-19 pandemic on different groups.

METHODS

"The Cost of COVID-19" was a research study carried out in Kingston, Frontenac, Lennox and Addington counties in South Eastern Ontario, Canada, between June and December 2020. Data included 210 micronarrative stories collected from community members, and 31 in-depth interviews with health and social service providers. Data were analyzed using directed content analysis to explore the fit between data and the constructs of Life Course theory.

RESULTS

Social pathways were significantly disrupted by changes to education and employment, as well as changes to roles which further altered anticipated pathways. Transitions were by and large missed, creating a sense of loss. While some respondents articulated positive turning points, most of the turning points reported were negative, including fundamental changes to relationships, family structure, education, and employment with lifelong implications. Participants' trajectories varied based on principles including when they occurred in their lifespan, the amount of agency they felt or did not feel over circumstances, where they lived (rural versus urban), what else was going on in their lives at the time the pandemic struck, how their lives were connected with others, as well as how the pandemic impacted the lives of those dear to them. An additional principle, that of Culture, was felt to be missing from the Life Course theory as currently outlined.

CONCLUSIONS

A Life Course analysis may improve our understanding of the multidimensional long-term impacts of the COVID-19 pandemic and associated public health countermeasures. This analysis could help us to anticipate services that will require development, training, and funding to support the recovery of those who have been particularly affected. Resources needed will include education, mental health and job creation supports, as well as programs that support the development of individual and community agency.

The Relationship between Physical Activity, Sleep Quality, and Stress: A Study of Teachers during the COVID-19 Pandemic

The COVID-19 pandemic prompted chaotic changes in the daily lives of K-12 teachers, resulting in increased stress and other mental health problems. Limited evidence regarding the relationship between physical activity, sleep, and perceived stress among teachers during the COVID-19 pandemic exists. Therefore, the purpose of this study was to investigate the association between physical activity, sleep quality, and perceived psychological stress among teachers during the COVID-19 pandemic. An online survey measuring physical activity, sleep quality, and perceived psychological stress was distributed across 47 US states between September and October of 2020. Data provided by 635 teachers (mean age: 42 ± 18 years, 74.6% female) were included in the present analysis. Results suggested a negative association between physical activity and perceived psychological stress. Mediation analyses indicated that teachers engaging in high levels of physical activity were more likely to have good quality sleep and, in turn, were less likely to report high levels of perceived stress. Physical activity and sleep-related interventions could help curtail the rising levels of psychological distress amongst K-12 teachers during stressful times such as the COVID-19 pandemic. Teachers, especially those that self-report as female and/or young, report high levels of stress. These high levels of stress are a serious challenge for school districts in terms of attracting and retaining qualified teachers in K-12 classrooms.

An Examination of Early Intervention Services for Children With Visual Impairments During the COVID-19 Pandemic

Introduction: In the early spring of 2020, governments were beginning to react to the news of a global pandemic being caused by COVID-19. The purpose of this study was to examine the effect of COVID-19 on early intervention services for young children with visual impairments and their families. Methods: Parents of children with visual impairments aged birth to 3 years were asked a series of questions contained in a larger Access and Engagement survey that investigated the experiences of families of children and young adults with visual impairments aged birth to 21 years and professionals that provided educational services. Results: Three overall themes emerged from the data: (1) many changes occurred in the home, (2) early intervention services changed, and (3) planning for the transition to preschool was affected. Discussion: Overall, the changes in education due to the pandemic and initial shutdown resulted in much parental stress. Parents reported that they were stressed and sometimes overwhelmed by the sudden and dramatic changes in their daily lives and how best to help their children in continuing to learn and develop their skills while simultaneously working from home, being caregivers to the other children in the family, and serving as educators and sometimes informal therapists to their children. Many services moved to an online format and were provided remotely. Implications for Practitioners: Service providers should continue to provide services to families and children who have been affected by the COVID-19 pandemic and resulting shutdown while continuing to provide ways to support the social and emotional well-being of their families. Service providers and families should monitor their children's development and learning both now and in the future.

The impact of the COVID-19 pandemic on children with medical complexity

Background

Descriptions of the COVID-19 pandemic’s indirect consequences on children are emerging. We aimed to describe the impacts of the pandemic on children with medical complexity (CMC) and their families.

Methods

A one-time survey of Canadian paediatricians using the Canadian Paediatric Surveillance Program (CPSP) was conducted in Spring 2021.

Results

A total of 784 paediatricians responded to the survey, with 70% (n = 540) providing care to CMC. Sixty-seven (12.4%) reported an adverse health outcome due to a COVID-19 pandemic-related disruption in healthcare delivery. Disruption of the supply of medication and equipment was reported by 11.9% of respondents (n = 64). Respondents reported an interruption in family caregiving (47.5%, n = 252) and homecare delivery (40.8%, n = 218). Almost 47% of respondents (n = 253) observed a benefit to CMC due to COVID-19 related changes in healthcare delivery, including increased availability of virtual care and reduction in respiratory illness. Some (14.4%) reported that CMC were excluded from in-person learning when their peers without medical complexity were not.

Conclusion

Canadian paediatricians reported that CMC experienced adverse health outcomes during the COVID-19 pandemic, including disruptions to family caregiving and community supports. They also describe benefits related to the pandemic including the expansion of virtual care. These results highlight the need for healthcare, community and education policymakers to collaborate with families to optimize their health.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12887-022-03549-y.

Should COVID-19 Vaccines Be Mandated in Schools? - An International Caregiver Perspective

Objectives

Caregiver attitudes toward mandating COVID-19 vaccines for their children are poorly understood. We aimed to determine caregiver acceptability of COVID-19 vaccine mandates for schools/daycares and assess if opposition to mandates would result in removal of children from the educational system.

Study Design

Perform a cross-sectional, anonymous survey of adult caregivers with children ≤ 18 years presenting to 21 pediatric emergency departments in the United States, Canada, Israel, and Switzerland, November 1st through December 31st, 2021. The primary outcome was caregiver acceptance rates for school vaccine mandates, and the secondary outcomes included factors associated with mandate acceptance and caregiver intention to remove the child from school.

Results

 Of 4,393 completed surveys, 37% of caregivers were opposed to any school vaccine mandate. Caregiver acceptance was lowest for daycare settings (33%) and increased as the child’s level of education increased, college (55%). 26% of caregivers report a high likelihood (score of 8–10 on 0–10 scale) to remove their child from school if the vaccine became mandatory. Child safety was caregivers’ greatest concern over vaccine mandates. A multivariable model demonstrated intent to vaccinate their child for COVID-19 (OR = 8.9, 95% CI 7.3 to 10.8; P < 0.001) and prior COVID-19 vaccination for the caregiver (OR = 3.8, 95% CI 3.0 to 4.9; P < 0.001) had the greatest odds of increasing mandate acceptance for any school level.

Conclusions

Many caregivers are resistant to COVID-19 vaccine mandates for schools, and acceptance varies with school level. One-fourth of caregivers plan to remove their child from the educational system if vaccines become mandated.

The impact of COVID-19 on Canadian child maltreatment workers

As cases of child maltreatment become an increasing concern during the COVID-19 pandemic, the perspectives of those charged with protecting and supporting children and families is an important area of inquiry. We sought to examine the experiences of child maltreatment workers during the first wave of the pandemic (i.e., May-July 2020). We specifically aimed to examine child maltreatment experiences related to the following: (1) their work practices during the pandemic, (2) their perceived safety during the pandemic, and (3) their perceptions on the safety of the children and families with whom they work. A total of 106 child maltreatment investigators and forensic interviewers provided responses to a national survey disseminated across Canada. Using a cross-sectional design, data were collected through a survey management program. The survey combined both open-ended and forced choice questions to gather perspectives on respondents' experiences. More than half (67%) reported a reduction in their caseloads during the pandemic (May-July 2020) and continued in-person interviews, with the use of preventative health measures (i.e., PPE, physical distancing, gloves). Most respondents reported elevated stress levels and similarly high stress levels amongst the children and families to whom they provide services. Overall, our findings highlight both how child maltreatment investigators have adapted to preventative measures and the continuing areas of weakness where further supports are required.

Implementation of a Remote Instrumental Music Course Focused on Creativity, Interaction, and Bodily Movement. Preliminary Insights and Thematic Analysis

In a newly designed collaborative online music course, four musical novices unknown to each other learned to play the clarinet starting from zero. Over the course of 12 lessons, a special emphasis was placed on creativity, mutual interaction, and bodily movement. Although addressing these dimensions might be particularly challenging in distance learning contexts, a thematic analysis of semi-structured interviews with the learners revealed how the teaching approach proposed has generally facilitated learning. Qualitative findings highlight the importance of establishing meaningful relationships with the musical instrument as well as with other students to build musicality, and of the interplay between creativity and control in individual and collective music-making activities. We suggest that remote music tuition with a small group can be a valuable resource to start learning music and that a creative, collaborative, and movement-based approach can contribute to musical growth.

The effect of the COVID-19 pandemic on influenza-related hospitalization, intensive care admission and mortality in children in Canada: A population-based study

Background

The COVID-19 pandemic resulted in unprecedented implementation of wide-ranging public health measures globally. During the pandemic, dramatic decreases in seasonal influenza virus detection have been reported worldwide. Information on the impact on paediatric influenza-related hospitalisations is limited. We describe influenza-related hospitalisation in children in Canada following the onset of the COVID-19 pandemic.

Methods

Data on influenza-related hospitalisations, intensive care unit (ICU) admissions and in-hospital deaths in children across Canada were obtained from the Canadian Immunisation Monitoring Program, ACTive (IMPACT). This national active surveillance initiative comprises 90% of all tertiary care paediatric beds in Canada. The study period included eleven influenza seasons, from the 2010/2011 season until the 2020/2021 season inclusive. Time series modelling was used to compare the observed to predicted influenza-related hospitalisations following the COVID-19 pandemic.

Results

Following the COVID-19 pandemic there was a significant decrease in paediatric influenza-related hospitalisations compared to predicted influenza-related hospitalisations for this time period (p < 0•0001). No paediatric influenza-related hospitalisations, ICU admission or deaths were reported for the 2020/2021 influenza season.

Conclusions

We show complete absence of paediatric influenza infection-related hospitalisation in a Canadian National Surveillance Network during the 2020/2021 influenza season. This significant decrease is likely related in large part to non-pharmacological public health interventions implemented during the COVID-19 pandemic, although the potential role of viral interference is unknown.

Funding

The Canadian Immunisation Monitoring Program, Active (IMPACT) influenza surveillance is a national surveillance initiative managed by the Canadian Paediatric Society and conducted by the IMPACT network of paediatric investigators on behalf of the Public Health Agency of Canada's Centre for Immunisation and Respiratory Infectious Diseases.

School Virus Infection Simulator for customizing school schedules during COVID-19

Even as the COVID-19 pandemic raged worldwide, schools strived to provide consistent education to their students. In such situations, schools require customized schedules that can address the health concerns and safety of the students to safely reopen and remain open. School schedules can be customized in many ways, and different approaches' impact on education and effectiveness in reducing infectious risks are different. To address this issue, we developed the School Virus Infection Simulation-Model (SVISM) for teachers and education policymakers. By taking into account the students' lesson schedules, classroom volume, air circulation rates in the classrooms, and infectability of the students, SVISM simulates the spread of infection at a school. We demonstrate the impact of several school schedules in self-contained and departmentalized classrooms and evaluate them in terms of the maximum number of students infected simultaneously, and the percentage of face-to-face lessons. The results show that the impact of increasing the classroom ventilation rate is not as stable as that of customizing school schedules. In addition, school schedules can differently impact the maximum number of students infected simultaneously, depending on whether classrooms are self-contained or departmentalized. We found that the maximum number of students infected simultaneously under a certain schedule with 50 percentage of face-to-face lessons in self-contained classrooms is higher than the maximum number of students infected simultaneously having schedules with a higher percentage of face-to-face lessons; this phenomenon was not found in departmentalized classrooms. These results show that the SVISM can help teachers and education policymakers plan school schedules appropriately to reduce the maximum number of students infected simultaneously, while also maintaining a certain rate of face-to-face lessons.

Teachers’ practices during COVID-19: Practices and perspectives in elementary and secondary settings

COVID-19 affected modes of instruction and instructional processes across K to 12 classrooms. The purpose of this study was to examine K-12 teaching practices in one large district during COVID-19 and whether there were differences in overall practices, affect, and confidence, and regarding remote teaching between elementary and secondary teachers. Further, their professional development experiences were examined and their evaluation of those. 97 PreK to grade 12 teachers completed a survey regarding their confidence and affect to teach writing and reading, and provide remote instruction. Teachers also shared specific practices they engaged in during remote instruction and when working with special education and English Language Learners, described the types of professional development they received, their evaluation of their experience, and commented on their college-preparation. Overall, teachers did not find remote instruction of writing and reading as effective, but they commented on the potential of online instruction to be continued after the pandemic if they were provided with adequate support. Further, differences were found between elementary and secondary teachers on their affect and confidence for teaching writing and reading but not for remote instruction. Finally, teachers’ comments indicate the need for ongoing PD to address instructional and implementation needs. Implications for research, practice, and policy are discussed.