Readers may also be interested in: "Identifying factors related to school closures due to COVID-19 in the Middle East and North Africa region" with free access at https://doi.org/10.1016/j.ijedudev.2022.102560 (Carr et al., 2022; International Journal of Educational Development).
Preprints are early versions of research articles that have not been peer reviewed. They should not be regarded as conclusive and should not be reported in news media as established information.
How can schools respond long-term to COVID 19?.docx (72.92 kB)
How can schools respond long-term to COVID 19?
preprint
posted on 2021-03-05, 19:34 authored by Lyman Dukes IIILyman Dukes III, Allison F. Messina, Nicholas Gelbar, Marlena MinkosWith COVID-19 considered by many experts to be endemic, the likelihood of persistent and incomparable academic and social-emotional disruption for school-aged children is extraordinary. School professionals have also been adversely impacted. Many children and families, prior to the pandemic, dealt with enduring adverse childhood experiences (ACEs)
including domestic turbulence and financial, food, and housing insecurity. The disruption of the past two school years, and the possibility of ongoing school disruption, exacerbates these challenges. The recommendations herein are designed to address the expected long-term effects of the ongoing pandemic within the educational setting.
History
Declaration of conflicts of interest
NoneCorresponding author email
ldukes@usf.eduLead author country
- United States
Lead author job role
- Higher Education Faculty 4-yr College
Lead author institution
University of South FloridaHuman Participants
- No
