Evaluating the effects of four-day school weeks on child and family health, well-being, and socioeconomic factors

评估四天学校周对儿童和家庭健康、福祉和社会经济因素的影响

• 批准号: 10263931
• 负责人: Paul N Thompson
• 金额: $ 22.05万
• 依托单位: MONTANA STATE UNIVERSITY - BOZEMAN
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-14 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10263931
• 关键词: Academic achievement; Achievement; Address; Adolescent; Adopted; Adoption; Affect; Calendar; Caregivers; Charge; Child; Child Health; Child Support; Child Welfare; Communities; Conflict (Psychology); Cost Savings; Crime; Data; Data Set; Databases; Decision Making; Development; Diet; Dropout; Drug usage; Education; Employment; Environment; Environmental Risk Factor; Equilibrium; Exposure to; Face; Family; Family health status; Fees; Focus Groups; Food; Funding; Goals; Health; Health behavior; Household; Instruction; Learning; Life; Link; Measures; Mental Health; Modeling; National Institute of Child Health and Human Development; Obesity; Oregon; Outcome; Parents; Personal Satisfaction; Physical Education; Physical activity; Policies; Poverty; Process; Professional counselor; Public Health; Publishing; Research; Resources; Risk Behaviors; Sampling; Schedule; Schools; Services; Socioeconomic Factors; Strategic Planning; Structure; Students; Time; Work; base; cost; cost effectiveness; density; economic disparity; experience; food insecurity; food security; health disparity; health economics; labor force participation; longitudinal dataset; novel; pressure; programs; rural area; school district; social factors; substance use; teacher; trend

Project Summary Schools are critical settings to promote child health, learning, and wellbeing. However, unprecedented declines in state education funding have forced many US school districts to consider cost-cutting measures to alleviate budgetary pressures. Use of the four-day school week (FDSW) as a potential cost-saving strategy has increased 630% in the US over the last two decades despite a significant lack of data on how this strategy impacts child and family health and wellbeing. Losing one day of school per week diminishes exposure to school-day physical activity opportunities, school meal programs, academic instruction, and other support services, which may affect child health behaviors, socioemotional development, mental health, risk behaviors, and educational attainment. Reduced access to school services via FDSWs also may increase childcare needs, which may alter family labor participation decisions and/or impact household resources allocated to food. This proposed R21 study convenes an interdisciplinary team of experts in public health, economics, and Cooperative Extension to generate some of the first evidence of FDSW impacts on child and family outcomes using quantitative and qualitative approaches across two aims. For Aim #1, we will link existing Oregon and national datasets to our proprietary national longitudinal dataset of FDSW use to compare outcomes between four- and five-day school models, including child health behaviors (e.g., diet, physical activity), risk behaviors (e.g., crime, substance use), socioemotional factors, achievement, attendance, graduation/dropout decisions, and physical education exposure and family labor decisions and food security. For Aim #2, we will leverage ongoing partnerships with Oregon schools to conduct focus groups with families in four- and five-day schools to contextualize the FDSW experience of families and to probe the mechanisms underlying Aim #1 findings. Oregon has the fourth highest density of FDSW districts and represents a robust setting to conduct this research. Our central hypothesis is that child and family health and wellbeing will be negatively impacted by FDSW use compared to five-day schools due to reduced exposure to academic instruction and other school- based support services. Our long-term goal is to understand how the school environment impacts child and family health and wellbeing. The objective for this R21 proposal is to provide novel evidence about the impacts of reduced school exposure via FDSWs. To date, there have been two metrics predominantly used to weigh the impacts of adopting a FDSW: cost-effectiveness and academic achievement. Our rationale for undertaking this project is to extend beyond these metrics to provide crucial evidence regarding the potential impacts of FDSW adoption on child and family health and wellbeing to address this significant evidence gap. We expect our estimates of the impacts of FDSW on children and families will change how stakeholders define the merits and shortcomings of FDSW. The primary positive impact of our findings is the timely provision of evidence via broad dissemination activities to inform school policy actions that may significantly impact child outcomes.

项目摘要 学校是促进儿童健康，学习和福祉的关键环境。但是，前所未有的下降 在州教育中，资金迫使许多美国学区考虑削减成本措施以减轻 预算压力。使用为期四天的学校周（FDSW）作为一种潜在的节省成本策略 在过去的二十年中，美国增加了630％ 影响儿童和家庭健康和福祉。每周下学一天的损失会减少接触 上学日的体育锻炼机会，学校用餐计划，学术教学和其他支持 服务可能影响儿童健康行为，社会情感发展，心理健康，风险行为， 和教育程度。通过FDSW降低获得学校服务的机会也可能会增加托儿服务 需求，这可能会改变家庭劳动参与决策和/或影响分配给的家庭资源 食物。该拟议的R21研究召集了一个跨学科的公共卫生，经济学专家团队 合作扩展可以产生一些FDSW对儿童和家庭成果影响的第一个证据 使用两个目标的定量和定性方法。对于AIM＃1，我们将链接现有的俄勒冈州和 我们专有的国家专有FDSW国家纵向数据集用于比较两者之间的结果 四天和五天的学校模型，包括儿童健康行为（例如饮食，体育锻炼），风险行为 （例如，犯罪，药物使用），社会情感因素，成就，出勤，毕业/辍学决定， 以及体育曝光和家庭劳动决策和粮食安全。对于目标2，我们将利用 与俄勒冈学校的持续合作伙伴关系，与四天和五天学校的家庭进行焦点小组 为了使家庭经验的FDSW经验并探讨目标＃1的基础机制。 俄勒冈州是FDSW地区的第四高密度，代表了进行此操作的强大环境 研究。我们的核心假设是，儿童和家庭健康和福祉将受到负面影响 与五天的学校相比，FDSW的使用是由于学术教学和其他学校的接触减少而使用的 基于支持服务。我们的长期目标是了解学校环境如何影响儿童和 家庭健康和福祉。该R21提案的目的是提供有关影响的新颖证据 通过FDSWS减少学校的接触。迄今为止，已经有两个指标主要用于称重 采用FDSW的影响：成本效益和学术成就。我们的承诺理由 该项目将超越这些指标，以提供有关有关的重要证据 FDSW采用儿童和家庭健康以及福祉，以解决这一重大证据差距。我们期望 我们对FDSW对儿童和家庭的影响的估计将改变利益相关者定义优点的方式 和FDSW的缺点。我们发现的主要积极影响是及时提供证据 广泛的传播活动，以告知学校政策行动，可能会对儿童的结果产生重大影响。