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

基本信息

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
项目类别：
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

项目摘要

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.

项目概要学校是促进儿童健康、学习和福祉的重要场所。然而却出现前所未有的下滑各州的教育经费迫使许多美国学区考虑削减成本措施，以缓解预算压力。使用四天学校周（FDSW）作为一种潜在的成本节约策略尽管严重缺乏关于该策略如何实施的数据，但在过去 20 年中，美国的增长率增加了 630% 影响儿童和家庭的健康和福祉。每周缺课一天会减少接触学校日常体育活动机会、学校膳食计划、学术指导和其他支持可能影响儿童健康行为、社会情感发展、心理健康、危险行为、和教育程度。通过 FDSW 获得学校服务的机会减少也可能会增加儿童保育需求，这可能会改变家庭劳动参与决策和/或影响分配给家庭的资源食物。这项拟议的 R21 研究召集了一个由公共卫生、经济学和公共卫生领域的跨学科专家组成的团队。合作推广以生成 FDSW 对儿童和家庭结果影响的一些初步证据在两个目标中使用定量和定性方法。对于目标#1，我们将把现有的俄勒冈州和国家数据集与我们专有的 FDSW 国家纵向数据集相结合，用于比较不同国家之间的结果四天和五天的学校模式，包括儿童健康行为（例如饮食、体育活动）、危险行为（例如犯罪、药物滥用）、社会情感因素、成就、出勤率、毕业/退学决定、体育教育和家庭劳动决定以及粮食安全。对于目标#2，我们将利用与俄勒冈州学校持续合作，与四日制和五日制学校的家庭开展焦点小组讨论将家庭的 FDSW 经历置于情境中，并探讨目标 1 发现的潜在机制。俄勒冈州的 FDSW 地区密度排名第四，为开展此项工作提供了良好的环境研究。我们的中心假设是，儿童和家庭的健康和福祉将受到以下因素的负面影响：与五日制学校相比，FDSW 的使用减少了学术指导和其他学校的接触。为基础的支持服务。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。此 R21 提案的目标是提供有关影响的新证据通过 FDSW 减少学校接触。迄今为止，主要有两个指标用于权衡采用 FDSW 的影响：成本效益和学术成就。我们的承诺理由该项目旨在超越这些指标，提供有关潜在影响的重要证据采用针对儿童和家庭健康与福祉的 FDSW 来解决这一重大证据差距。我们期望我们对 FDSW 对儿童和家庭影响的估计将改变利益相关者定义其优点的方式以及 FDSW 的缺点。我们的研究结果的主要积极影响是通过以下方式及时提供证据开展广泛的传播活动，为可能对儿童成果产生重大影响的学校政策行动提供信息。