Succumbing, Surviving, and Thriving: The Development of Low-Income Students in the Long Shadow of COVID-19

屈服、生存和繁荣：低收入学生在 COVID-19 阴影下的发展

• 批准号: 10655146
• 负责人: Anna D. Johnson
• 金额: $ 66.01万
• 依托单位: GEORGETOWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-03-01 至 2028-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10655146
• 关键词: Address; Adolescence; Adolescent; Affect; Black race; Buffers; COVID-19; COVID-19 impact; COVID-19 pandemic; Child; Child Development; Cognitive; Complex; Data; Development; Dimensions; Disasters; Education; Educational Measurement; Emotional; Environment; Event; Exclusion; Family; Family Process; Future; Goals; Growth; Home; Individual Differences; Knowledge; Latinx; Learning; Longitudinal Studies; Low income; Measurement; Measures; Mental Health; Nursery Schools; Outcome; Personal Satisfaction; Population; Predisposition; Preparation; Process; Public Health; Quarantine; Race; Recovery; Research; Research Personnel; Risk; Role; Sampling; Schools; Shock; Social Functioning; Social isolation; Specific qualifier value; Students; Subgroup; System; Youth; children of color; cognitive recovery; current pandemic; design; early adolescence; emotional distress; evidence base; experience; fifth grade; first grade; future pandemic; improved; knowledge base; lower income families; marginalized population; ninth grade; pandemic disease; pandemic impact; peer; pre-pandemic; preadolescence; protective factors; public health emergency; racial minority; resilience; response; restoration; school closure; school reopening; second grade; skills; social; third grade

Project Summary The COVID-19 pandemic poses a sustained threat to the wellbeing of all children, but particularly for low- income, racially minoritized, and special needs subgroups. This unpredictable, complex, racialized crisis has exposed millions of children to massive disruptions of their educational contexts when schools closed, with growing accounts of associated learning loss, social isolation, and emotional distress. Scholars have mobilized to study the pandemic, yet much of this emerging research draws on small, relatively homogeneous (mostly white) samples, limiting applicability to the subgroups most affected by this pandemic and its multisystem disruptions (e.g., Latinx [including ELL]; Black; children with special needs). Little of this new research contains extensive, repeated measures of pre-COVID-19 child functioning. Nor does it capture the multisystem culturally-embedded protective factors likely to influence short- and longer-term developmental recovery for the current US child population. Thus, there is an urgent need for culturally-relevant, longitudinal research spanning the period from before the pandemic and continuing, on diverse samples of children to inform current and future pandemic preparation and response efforts. The proposed project fills this gap by capturing children’s pre-k-1st grade pre-pandemic functioning and following them through - and well beyond - the period of widespread quarantines and school closures, as they enter adolescence. Leveraging data from an existing, ongoing, large, highly diverse sample of low-income students in Title I schools who have been followed since they were preschoolers in 2016, the proposed study will (Aim 1a) determine the impacts of COVID-19 disruptions when schools were closed on children’s short-term outcomes in the years immediately following school reopening (3rd-5th grade); (Aim 1b) investigate how short-term outcomes are exacerbated or mitigated by individual differences in children’s pre-COVID-19 strengths and vulnerabilities; (Aim 2a) explore the longer- term impacts of disruption on development by adding repeated measurement of children’s outcomes in the longer term following school reopening, through 9th grade; and (2b) identify the most potent features of children’s post-school-reopening family, school, and peer contexts – including culturally-embedded family factors – that mitigate the longer-term impacts (through 9th grade) of COVID-19 disruption on recovery of consequential early adolescent outcomes, including mental health. By determining effects of educational and family-based disruptions during school closures, and family disruptions that continue after schools reopened, on varying developmental trajectories, and identifying culturally-embedded protective factors, this project moves well beyond identifying risk groups to specifying shared and unique aspects of children’s family, school, and peer contexts that promote long-term resilience in a highly diverse sample. It thus holds tremendous promise for advancing knowledge to improve public health and inform current and future disaster preparation, relief, and recovery efforts tailored to children especially susceptible to negative outcomes.

项目概要 COVID-19 大流行对所有儿童的福祉构成持续威胁，尤其是低收入儿童 这场不可预测的、复杂的、种族化的危机已经影响了收入、少数族裔和特殊需要群体。 学校关闭时，数百万儿童的教育环境受到严重破坏， 越来越多的学者已经动员起来，讨论与学习损失、社交孤立和情绪困扰相关的问题。 来研究这一流行病，然而，这些新兴研究中的大部分都利用了小型的、相对同质的（主要是 白色）样本，限制了对受这一流行病及其多系统影响最严重的亚组的适用性 干扰（例如拉丁裔 [包括 ELL]；黑人；有特殊需要的儿童）这项新研究几乎没有包含任何内容。 它也没有捕捉到多系统的情况。 可能影响短期和长期发育恢复的文化保护因素 因此，迫切需要进行与文化相关的纵向研究。 跨越大流行之前的时期并继续，对不同的儿童样本进行调查，以了解当前的情况 拟议的项目通过捕捉这一空白来填补这一空白。 儿童学前班至一年级大流行前的机能状况，并跟踪他们度过这一时期以及之后的时间 当他们进入青春期时，广泛的隔离和学校关闭。 持续的、大量的、高度多样化的第一类学校低收入学生样本，自此以来一直受到跟踪 他们在 2016 年还是学龄前儿童，拟议的研究将（目标 1a）确定 COVID-19 的影响 学校停课对孩子们在接下来的几年里的短期结果造成干扰 学校重新开放（3-5 年级）；（目标 1b）调查短期结果如何恶化或减轻 通过儿童在 COVID-19 之前的优势和弱点的个体差异（目标 2a）探索更长期的- 通过增加对儿童成果的重复测量，来评估干扰对发展的长期影响 学校重新开放后的较长时期，直至九年级；(2b) 确定最有效的特征 儿童放学后的家庭、学校和同伴环境——包括文化根深蒂固的家庭 因素 – 减轻 COVID-19 干扰对恢复的长期影响（直至 9 年级） 通过确定教育和心理健康的影响，确定青少年早期的结果。 学校关闭期间的家庭混乱，以及学校重新开放后继续存在的家庭混乱， 该项目根据不同的发展轨迹，并确定文化中嵌入的保护因素 远远超出了识别风险群体的范围，还明确了儿童家庭、学校、 因此，在高度多样化的样本中，它拥有巨大的潜力。 承诺增进知识以改善公共卫生并为当前和未来的灾难准备提供信息， 针对特别容易遭受负面后果的儿童量身定制的救济和恢复工作。