In studies conducted before the pandemic, parental involvement in education was witnessed to be essential in childrens school performance [43,44,45]. This event will occur . Hortigela-Alcal D., Prez-Pueyo ., Lpez-Aguado M., Manso-Ayuso J., Fernndez-Ro J. Familias y Docentes: Garantes del Aprendizaje durante el Confinamiento. Our twentieth white paper is, "Schools During the COVID-19 Pandemic: Sites and Sources of Community Resilience," by Jacob Fay, Meira Levinson, Allison Stevens, Harry Brighouse, and Tatiana Geron. According to NCES' School Pulse Panel, just 45% of K-12 public schools utilized a "community school" or "wraparound services" model. In the articles comprising this supplement, researchers present barriers and facilitators of the engagement processes necessary to establish schoolacademic partnerships. The authors determined that providing access to in-school testing increased uptake of testing and reduced the duration of missed days at school. Pea Vlez A., Napal Fraile M., Mendioroz Lacambra A.M. Competencia digital y alfabetizacin digital de los adultos (profesorado y familias). Specifically, across all projects, the biggest challenges to COVID-19 testing implementation were related to the perceived advantages versus burden of testing among school stakeholders, recruitment and consenting participants, logistic complexities of testing, results reporting, and contact tracing, all during already packed school days. Whats our role? Gvercin D., Kesici A.E., Akbal S. Distance Education Experiences of Teacher-Parents during the COVID-19. Cahapay M.B. [(accessed on 13 April 2021)]. Many families of color, kids with health issues dont feel confident, More Americans now say academic concerns should be a top factor in deciding to reopen K-12 schools. Studies before the pandemic showed that the variety of activities and the feedback that students receive from teachers throughout the teachinglearning processes are vital for promoting meaningful learning [36,90]. Similar studies revealed that a vast majority of parents were not entirely satisfied with the relationships established between school and families [70], with regards both to online learning [71] and the difficulties in participating in it [72]. The move to virtual schooling and other measures to reduce the spread of SARS-CoV-2 infection dramatically changed the educational experience for grades K-12 populations during the years 2020 and 2021. The closure of educational institutions over long periods of time has always been of interest to researchers and international organizations that are concerned with armed conflicts, strikes, or natural disasters and their subsequent consequences on educative centres. Many parents have felt overwhelmed because their attention was split between their other responsibilities and having to master new technologies. Implicacin familiar, desigualdad social y xito escolar. [(accessed on 24 April 2021)]. A similar situation occurred in a study carried out in Hong Kong [50], in which more than half of the parents were not satisfied with the support measures offered by the school but were satisfied with the actual learning activities proposed. This situation has generated situations of stress, anxiety, and uncertainty among students, not knowing when they would return to a period of normality to which they were accustomed [38]. Concerning study plans and modifications of the curricula, teachers have had to make alterations to adapt face-to-face learning to virtual learning in order to [64] increase student participation [50,56], foster social relationships [51], offer support [27,53], provide feedback [13,28], and use the most appropriate educational platforms to improve the experience [65]. Guided by the Community-Based Participatory Research Conceptual Model, they discuss the 2 case studies within the context of the models 4 dimensions (context, group dynamics, intervention and research, and outcomes) and subdimensions embedded into the dimensions. ICF and Childrens Mercy Hospital are partnering to address barriers to COVID-19 testing and returning to in-person school among vulnerable populations in disadvantaged schools. [(accessed on 15 April 2021)]. This School Year Has Been Unlike Any Other. Sosa M.J. Moreover, they fought with other issues exacerbated by the pandemic, such as anxiety, frustration, anger, irritation, fear, uncertainty, confusion, and loneliness [11,15,37,60]. Parental anxiety, stress, and apprehension, Parental perspectives of the impact on parents with young children with developmental delay or autism spectrum, Parent strategies for educating children with ADD, Lublin, Podlaskie Masovian and Greater Poland voivodeships, School family/ studentfamily relationship, Analyse activities that parents carry out with their children, educational activities, and state of well-being. -D.06)p5D=cM[,@` -^ YD@^b`= eXzb - F By Lee Martin, Associate Professor, School of Education I want to share a bit about my experience leading a community engaged learning experience in 2020 and the evolution of that work through the COVID-19 pandemic. As spring turned to summer, schools and their surrounding ball fields and playgrounds remain empty. Finally, a review of both titles and abstracts was carried out, making an initial selection based on the occurrence of the main descriptors COVID, families, or education accompanied by any of those mentioned above while considering the inclusion and exclusion criteria. Assessing Testing Strategies for Safe Return to K-12 Schools in an Underserved Population (Safe Return to Schools), The St Louis area school districts, CareSTL, Betty Jean Kerr Peoples Health Centers, Better Family Life, Beyond Housing. Tsai I.-C., Laffey J.M., Hanuscin D. Effectiveness of an online community of practice for learning to teach elementary science. %%EOF Educ. That's because most of us parents and teachers are not quite sure what's coming next. Publishers Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Home Address Correspondence to Emily M. DAgostino, DrPH, MS, MEd, MA, Department of Orthpaedic Surgery, Department of Population Health Sciences, School of Medicine, Duke University, 311 Trent Drive, 2nd Floor, Durham, NC 27710. Some parents [24,54,57,58] noticed substantial improvements in the development and learning of their children with disabilities. Dr Ko reports funding from the NIH National Center for Advancing Translational Sciences (UL1TR002319). Finally, Congress should allocate significant increases in federal funding to support public schools and districts for at least the next two years; these allocations should include strong supports for high-needs districts in particular. Available online: Hernndez-Snchez A.M., Ortega J.A. The pandemic has certainly disrupted the way of life at many colleges and universities this year. In order to cover the largest number of studies related to the objectives set above, the Web Science (WoS) Scopus, Dialnet Plus, Centers for Disease Control and Prevention (CDC), The New England Journal of Medicine (NEJM), Science Direct, and ERIC databases were selected. Areas of Focus Build and Strengthen Cross-Sector Collaboration and Alignment [(accessed on 22 September 2021)]. Figure 1 shows the search scheme for the various studies. This dissatisfaction may be affected by the parents educational level, socioeconomic characteristics [73], or degree of involvement [74]. Students have experienced the entire transition period from more traditional learning, having to move from their homes to educational institutions to a virtual or blended scenario in which the contents reached their homes without having to travel. As a result, fewer schools that serve these communities have been open for in-person learning during the 20202021 school year. These efforts showcase school-based implementation testing programs during the COVID-19 pandemic but are translatable to tackling other challenges related to reducing health disparities. SARS-CoV-2 screening recommendations for youth vary widely across states and countries. Within RADx-UP, 16 projects (8 of 16 funded in the programs first phase) focus on COVID-19 diagnostic testing approaches for youth and employees at schools in underserved communities to support safe in-person learning (Table 1). This should be conducted is in addition to training teachers in the use of these resources [35,64] so that they can create scenarios appropriate to the needs and characteristics of their students and promote the different didactic strategies so that students achieve the desired meaningful learningautonomous learning adapted to the rhythm of each one of them [86,87]. This journal supplement represents work from 8 RADx-UP Return-to-School projects (funded in the first cycle) presented in a special issue of Pediatrics. Many families have reported that tasks are complicated when several children are in the home, each in different educational levels and with different needs [13,27,63]. The COVID-19 pandemic and the national reckoning of racial injustice has offered many learning opportunities, particularly about how our schools partner with their communities in responding to crisis. The most challenging aspects in seven of the analysed studies, in which families expressed feelings of frustration, concern, and denial, were: combining housework [11,57], the need to create or establish communication links with teachers to guarantee educational tutoring of their children [15,53,62], and managing and balancing the time spent on educational needs and that spent working either outside the home or working from home [27,51,63]. While families and students have had time to experience the effects of home-schooling, educational institutions have had the opportunity to rethink how education is delivered. Effect of Mothers Level of Education on Secondary Grade Science Students in Pakistan. Also central to these efforts, the authors determined that fostering schoollocal public health department communication supported both contact tracing efforts to maximize in-person learning opportunities while mitigating risk and ensured that schools understood local pandemic case rates to respond appropriately. (3) have these three groups (family, school, and students) supported each other sufficiently? Therefore, the school-family partnership model is the best in developing children's educational resilience during disasters. In this article, we provide an overview and introduce the articles from 8 Rapid Acceleration of Diagnostics-Underserved Populations projects featured in the supplement Navigating a Pandemic in the K12 Setting: Keeping Our School Communities Safe published in Pediatrics. World Health Organization WHO Director-Generals Opening Remarks at the Media Briefing on COVID-1911 March 2020. If our nation's cities and towns are going to be asked to do more and more, the pandemic partnerships and the progress we have made offer promise for a brighter future for our communities. Duke University: This study was registered on clinicaltrials.gov (NCT04831866). Jen Brown, MPH, co-founder and director of the Center for Community Health's Alliance for Research in Chicagoland Communities (ARCC). Influential factors behind parents general satisfaction with compulsory schools in Iceland. New perspectives and insights are needed to guide GHPs when navigating current and future collaborations. The teachers, for their part, had received the necessary training in their use and the municipality had invested the necessary capital in purchasing the resources, thus establishing an almost utopian link between school, students, and their social environment. Save the Children Covid-19: Cerrar la Brecha. Concerning the first objective, it was evident in a large number of investigations that one of the main concerns of families was related to time compatibility [27,51,63] to meet the educational needs of students [51,54,57,59] and be able to go to work or work from home. However, in the non-compulsory stages such as infant school or university levels [20,50,55], this communication has sometimes faltered [20]. The situation caused by the COVID-19 pandemic has severely challenged teachers technological knowledge [15,18,63] regarding the development and creation of digital content, as well as the use of educational platforms adapted to different academic levels. On the other hand, studies that were written in languages other than English or Spanish were not selected for the present review, which may have been a source of selection bias as the epicentre of the pandemic was developed in China, a country were the mother language is not considered in schoolfamilystudents relationship as a trinomial. Pew Research Center Research Centers American Trends Panel Wave 65. The change from face-to-face instruction to 100% remote was handled with professionalism and courage. de la Pea Consuegra G., Nieves Rivern J.L., Vinces Centeno M.R. Copyright American Academy of Pediatrics. At schools like Newark's Roseville Community Charter School, the pandemic has strengthened the partnership between educators and families, with both groups working through the pandemic to keep children learning. Education and the COVID-19 pandemic. Entornos virtuales de aprendizaje: Nuevos retos educativos. [15,18,61,64], whether or not it is specifically aimed at reducing screen time in favour of strengthening social ties and relationships [11] with different family members [50]. The primary goal of this study is to enable the successful implementation of saliva-based SARS-CoV-2 testing for children with IDD and school staff so that schools can operate as safely as possible. Accordingly, information and communication technologies (ICT) and learning and knowledge technologies (TAC) were converted from complementary tools, sometimes infrequently used by teachers in their classes, to a main and binding element of the teachinglearning process [21]. The primary goal of this study is to provide data to inform the utility of screening testing in schools to help in the prevention of COVID-19 transmission. Daniel S.J. However, in studies carried out before the pandemic, it was observed that families present a multitude of issues that entangles these communications (such as materials, resources, low culture, and different languages) [87]. Only 20% (n = 5) were registered in a single database (2 in ERIC, 1 in WOS, 1 in Dialnet Plus, and 1 in Scopus). Van Voorhis F.L., Maier M.F., Epstein J.L., Lloyd C.M. Homeschooling Children with Special Needs during COVID-19 QuarantineParents Speak Candidly about the Challenges and Realizations. Licensee MDPI, Basel, Switzerland. Within the context of safe return to schools, school stakeholders and other community members serve as partners for research, and both community and research resources are leveraged to address social, environmental, and economic conditions that have magnified health disparities in communities.10 Grounded in this approach is the acknowledgment that social and structural factors are key drivers of health inequalities and that these inequalities cannot be addressed without the wisdom and expertise of community stakeholders. In many communities around the world, COVID-19 has already led to increasingly divisive family-school relationships. We are particularly concerned about those schools and communities with the fewest resources. Bidirectional capacity-building, co-learning, resource sharing, and communication between school and academic partners are critical to address issues of the COVID-19 pandemic using the lens of community experience. As the COVID-19 pandemic continues to require social distancing and remote learninga reality that could extend into the start of the new school year in many statesdistricts and schools can . The pandemic brought attention to these longstanding disparities that had already been contributing to student and family educational inequities. Arkansas provides daily education programming through public television. (2) how have parents been involved in the task of educating their children during the pandemic? Electro. Regional Educational Laboratory ( REL) West's partners in schools and districts are asking for good examples of . Rural children and teenagers spend less time in summer recreation leagues and more time with familiessome fishing and camping, others supporting work on local farms and other tasks. At Cornell, the Community Learning and Service Partnership (CLASP) program is breaking the mold by forming mutual learning opportunities between students and employees, providing an innovative approach to lifelong learning, mentoring and cross-cultural communication right on campus. We break this objective down into the following specific objectives: (1) to analyse what relationships have been established between the family and the school, (2) to determine how the school has supported its students, and (3) to examine what relationships have been constituted between parents and their children in a home learning situation. ReSET: Restarting Safe Education and Testing for Children with Medical ComplexitySARS-CoV-2 testing in school with children and staff. Scherer R., Siddiq F. The relation between students socioeconomic status and ICT literacy: Findings from a meta-analysis. Given that the results have not always been achieved as intended, many teachers have called for more robust connections and greater involvement from all educational community members [42]. Feeney P.T. Blog These educators told me that they now have stronger connections to several students and families than they had when in-person learning was happening. In addition, Boutzoukas etal29 analyzed data from a large K12 public school district in Nebraska to determine if eliminating quarantine for students with mask-on-mask SARS-CoV-2 exposure was associated with increased secondary transmission in schools.

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