Educational impacts of the COVID-19 pandemic in the United States: Inequities by race, ethnicity, and socioeconomic status

Current Opinion in Psychology, Journal Year: 2023, Volume and Issue: 52, P. 101643 - 101643

Published: July 11, 2023

The COVID-19 pandemic caused reverberations throughout the educational system that disproportionately impacted students of color and those from lower socioeconomic backgrounds. In this review, we examine recent research documenting disparate impacts across racial, ethnic, status groups deepened existing inequities in United States. Numerous systemic barriers underlie these disparities, including disproportionate access to in-person learning technology alongside intensification racial discrimination. Amidst also highlight emerging evidence similarities impacts. Finally, reveals a more multifaceted view how some leveraged supplemental supports their academic confidence confront challenges during despite experiencing pandemic-related stressors.

Language: Английский

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Teaching Educational Crises Amid (Multiple, Real‐Time) Crises

New Directions for Teaching and Learning, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 11, 2025

ABSTRACT In late May 2022, 19 students and two adults were killed in a mass shooting Uvalde, Texas. Weeks later, the Supreme Court made landmark decision Dobbs case, turning abortion regulation back to state control. As instructors of graduate level course on educational crises emergency response as residents Texas, we grappled with academic expectations at intersection real‐life unfolding real‐time. this article, write about juxtaposition between planning teaching emergencies humanism going through these very alongside students.

Language: Английский

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Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Psychology Research and Behavior Management, Journal Year: 2024, Volume and Issue: Volume 17, P. 201 - 216

Published: Jan. 1, 2024

Objective: This study was conducted to identify the factors (especially parental involvement, academic self-efficacy, and depression) associated with performance among Chinese K-12 students during COVID-19 pandemic. Methods: cross-sectional used data from 2020 China Family Panel Studies (CFPS). The CFPS July December A multistage probability sample proportional size for survey. final consisted of 1747 students. 14-item Parental Involvement Support Scale, Responsibility 8-item Center Epidemiologic Depression Scale measure depression, respectively. An ordered probit regression structural equation models were employed analyze performance. multiple imputation technique applied compute missing values in selected variables. Results: We found that involvement self-efficacy positively good In contrast, depression negatively Moreover, stress, male, rural residency, middle school, family size, high income, online gaming daily, reading, intelligence quotient statistically significant predictors on Conclusion: empirical findings suggested significantly However, These results showed policymakers practitioners can help improve success address educational inequalities by implementing a series reforms. Keywords: performance, K-12, pandemic,

Language: Английский

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COVID-19: everyday stories of life in lockdown as told by parents of young children in England

European Early Childhood Education Research Journal, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 15

Published: March 8, 2025

Language: Английский

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Collective memorying of kindergarten through the logic of children

Linguistics and Education, Journal Year: 2025, Volume and Issue: 87, P. 101409 - 101409

Published: March 11, 2025

Language: Английский

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Empirical support for a model of risk and resilience in children and families during COVID-19: A systematic review & narrative synthesis

Development and Psychopathology, Journal Year: 2023, Volume and Issue: 35(5), P. 2464 - 2481

Published: Aug. 11, 2023

Abstract Background. The COVID-19 Family Disruption Model (FDM) describes the cascading effects of pandemic-related social disruptions on child and family psychosocial functioning. current systematic review assesses empirical support for model. Methods. Study eligibility: 1) children between 2–18 years (and/or their caregivers); 2) a quantitative longitudinal design; 3) published findings during first 2.5 COVID-19; 4) an assessment caregiver and/or functioning; 5) internalizing, externalizing, or positive adjustment; 6) examination FDM pathway. Following search PsycINFO MEDLINE in August 2022, screening, full-text assessments, data extraction were completed by two reviewers. quality was examined using adapted NIH risk-of- bias tool. Results. Findings from 47 studies summarized descriptive statistics, tables, narrative synthesis. There is emerging bidirectional pathways linking caregiver-child functioning family-child functioning, particularly internalizing problems. Quality assessments indicated issues with attrition power justification. Discussion. We provide critical summary model, highlighting themes related to systems theory risk/resilience. outline future directions research well-being COVID-19. Systematic registration. PROSPERO [CRD42022327191].

Language: Английский

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The Challenges of Engaging in Conversations and Activities Focused on Race, Ethnicity, and Identity in the Classroom: Learning from U.S. Based Teachers

Identity, Journal Year: 2024, Volume and Issue: 24(4), P. 353 - 378

Published: May 21, 2024

In the last two decades within United States (U.S.), discussing race, ethnicity, and identity with students in classroom has grown popularity but also been met significant backlash. As teachers navigate calls for against such work, they weigh their own trepidations about these conversations. Professional development seeking to effectively prepare conversations must take concerns into account. The current study explored teachers' perceptions of challenges related engaging activities classroom. sample included 20 U.S. high school (14 White, 2 Asian, 1 Black, Black-Latinx, Latinx; 80% female; teaching experience ranged from 1–27 years) recruited three public schools a large metropolitan area Northeast Data were gathered face-to-face individual interviews. Findings thematic analysis consensual qualitative coding identified seven domains, 11 sub-domains, 51 categories characterizing perceived challenges. provide insights how support capacities, mindsets, behaviors, skills necessary leading students.

Language: Английский

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Association between childhood trauma and mental health disorders in adolescents during the second pandemic wave of COVID-19, Chiclayo-Peru

Frontiers in Psychiatry, Journal Year: 2023, Volume and Issue: 14

Published: June 22, 2023

The COVID-19 pandemic has significantly affected mental health, with children and adolescents being particularly vulnerable. Evidence on the association between childhood trauma health outcomes in schoolchildren during is limited. This study aimed to evaluate this relationship Chiclayo city, northern Peru, second wave of COVID-19.

Language: Английский

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State-Funded Pre-K and Children’s Language and Literacy Development: The Case of COVID-19

Educational Researcher, Journal Year: 2023, Volume and Issue: 52(7), P. 434 - 443

Published: June 9, 2023

Research on how COVID-19 school closures impacted the learning of young children is still sparse, and broader implications these findings have yet to be fully explored. In this study, we examine impacts language literacy development in a state-funded pre-K program Florida district. Using COVID as natural experiment, additionally explore for literature efficacy dosage programs. We used propensity score matching compare from cohort ( n = 1,211) pre-COVID 1,167). Results revealed no significant difference Kindergarten Readiness Screener (FLKRS) assessment between two cohorts at kindergarten entry. The had significantly higher scores each individual subdomains FLKRS than cohort, with especially large positive effect sizes constrained skills. indicate that did not negative children’s skills Findings further suggest programs comparatively less funding lower quality ratings may provide adequate support outcomes.

Language: Английский

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School social workers’ experiences delivering mental health supports amid COVID-19 school reopening

Children and Youth Services Review, Journal Year: 2024, Volume and Issue: 159, P. 107525 - 107525

Published: March 16, 2024

Language: Английский

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