Multi-level evidence-based intervention to reduce health and education disparities among children of color in high-poverty schools in historically disinvested neighborhoods hardest hit by the pandemic

采取多层次的循证干预措施，以减少历史上受疫情影响最严重的投资减少社区的高贫困学校中有色人种儿童的健康和教育差距

• 批准号: 10494116
• 负责人: Laurie Miller Brotman
• 金额: $ 72.4万
• 依托单位: NEW YORK UNIVERSITY SCHOOL OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-24 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10494116
• 关键词: Address; Adopted; Affect; Area; Black race; COVID-19; COVID-19 impact; COVID-19 pandemic; COVID-19 risk; Caregivers; Cessation of life; Child; Child Mental Health; Child Support; Color; Communities; Country; Development; Economics; Education; Emotional; Ensure; Environment; Essential worker; Evidence based intervention; Exposure to; Family; Family member; Financial Hardship; Funding; Future Teacher; Gender; Health; Home; Home environment; Household; Intervention; Investments; Language; Latino; Learning; Level of Evidence; Mental Depression; Mental Health; Methods; Modeling; Mothers; Natural experiment; Neighborhoods; New York City; Nursery Schools; Outcome; Parents; Personal Satisfaction; Policy Maker; Poverty; Predisposition; Race; Randomized; Recovery; Reporting; Research Infrastructure; Risk; Sampling; Schools; Science; Security; Stress; Structural Racism; Students; Surveys; System; Testing; Time; United States National Institutes of Health; Vulnerable Populations; Well in self; achievement test; adverse childhood events; base; children of color; cohort; community intervention; design; early childhood; educational atmosphere; effectiveness implementation trial; experience; falls; family support; food insecurity; health disparity; health school performance; high risk; indexing; lower income families; maternal anxiety; maternal depression; member; neighborhood disadvantage; pandemic disease; performance tests; physical conditioning; prevent; programs; protective factors; racial and ethnic; school district; social; social determinants; social stressor; teacher; therapy design

PROJECT SUMMARY/ABSTRACT This study evaluates the enduring protective impacts of a multi-level evidence-based intervention, ParentCorps, in high-poverty schools with pre-Kindergarten (pre-K) programs serving primarily Black and Latino children in New York City (NYC) neighborhoods hit hard by the COVID-19 pandemic. To date, Black and Latino children in NYC are more than twice as likely as White children to lose a parent to COVID-19. COVID-19-related financial and social stresses have been especially hard on households with young children. Reports on the well-being of families with young children document substantial increases in adversity in many areas, including lack of household basic needs and loss of economic security, physical and mental health impacts on caregivers and household members, lack of access to early learning and childcare, and wide-ranging concerns about child social emotional well-being. Structural racism, poverty and other social determinants, combined with a surge in exposure to new adverse childhood experiences (e.g., parental depression, illness or death of a family member, threat of eviction) that disproportionately affect Black and Latino children, may sharply exacerbate existing educational and health disparities. In historically disinvested neighborhoods, the pandemic is set to erode protective factors, such as family-school connections and emotionally responsive home and classroom environments that support child mental health and school performance. A culturally-responsive intervention that promotes and maintains positive family-school connections and home/classroom environments in communities hard hit by COVID-19 may prevent the worsening of racial and ethnic health and education disparities. This study has the following specific aims: 1) Test the enduring impact of ParentCorps professional development for educators (2017-2019) on family-school connections as experienced by parents of pre-K students in school years during and after COVID-19, relative to pre-COVID-19 years; 2) Examine the long-term impact of ParentCorps programs for children and families on developmental trajectories of the 2019-20 cohort of pre-K students on mental health and school performance, and test whether intervention impacts on child outcomes vary by neighborhood-level susceptibility to COVID-19, race, gender and home language; 3) Understand school assets and unmet needs not addressed directly by ParentCorps; develop and integrate crisis mitigation strategies into the ParentCorps model; and assess feasibility and benefit. Capitalizing on public investments in scaling ParentCorps in schools in historically disinvested neighborhoods, strong partnerships with policy makers and practitioners, and a robust research infrastructure, this study offers an unparalleled opportunity to advance science and a promising systems-level scalable strategy to prevent cascading negative effects of COVID-19 for Black and Latino families.

项目摘要/摘要 这项研究评估了多级基于证据的干预措施的持久保护影响， 在具有前幼儿园（Pre-K）计划的高贫困学校中，主要为黑人和拉丁裔儿童提供服务 纽约市（纽约市）社区被共同19日大流行袭击。迄今为止，黑人和拉丁裔儿童 纽约市是白人儿童失去父母19 Covid-19的可能性的两倍以上。 COVID-19与COVED相关的财务 社会压力对有年幼的孩子的家庭特别艰难。关于幸福感的报告 有小孩的家庭记录了许多领域的逆境增加，包括缺乏 家庭基本需求以及经济安全的丧失，身心健康对看护人的影响 家庭成员，无法获得早期学习和育儿，以及对儿童社会的广泛关注 情感幸福。结构性种族主义，贫穷和其他社会决定因素，加上激增 暴露于新的不良童年经历（例如，父母抑郁，疾病或家庭成员死亡， 驱逐威胁）对黑人和拉丁裔儿童的影响不成比例，可能会严重加剧现有的现有 教育和健康差异。在历史上被剥离的社区中，大流行将侵蚀 保护因素，例如家庭学校的联系以及情感响应迅速的家庭和教室 支持儿童心理健康和学校表现的环境。一种具有文化响应的干预措施 在社区中促进和维持积极的家庭学校联系和家庭/教室环境 Covid-19的严重打击可能会阻止种族和种族健康和教育差异的恶化。这项研究 具有以下具体目的：1）测试ParentCorps专业发展的持久影响 教育工作者（2017-2019）关于学校的父母在学校的父母经历的家庭学校联系 相对于19年前的19年期间和之后的年份； 2）检查的长期影响 针对儿童和家庭的ParentCorps计划，该计划在2019 - 20年的Pre-K的发展轨迹上 学生心理健康和学校表现的学生，并测试干预是否会影响儿童结果 因社区级别对Covid-19，种族，性别和家庭语言的敏感性而有所不同； 3）了解学校 资产和未满足的需求未直接由ParentCorps解决；制定和整合减轻危机 ParentCorps模型的策略；并评估可行性和利益。利用公共投资 在历史上被撤销的社区中的学校中扩展父母，与政策制定者建立了牢固的伙伴关系 和从业者以及强大的研究基础设施，这项研究提供了无与伦比的机会来推进 科学和有前途的系统级可扩展策略，以防止Covid-19对Covid的负面影响 黑人和拉丁裔家庭。