The association between home learning during COVID-19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions.
The association between home learning during COVID-19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions.
复制标题
COVID-19 封锁期间的家庭学习与患有神经发育疾病的儿童的入学率之间的关系。
DOI：
10.1111/cch.13113
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Kouroupa A
中科院分区：
文献类型：
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作者：
Kouroupa A
神经发育障碍儿童缺课率高。在COVID-19疫情期间，学校因许多学生而关闭。学校关闭期间在家学习与随后上学之间的关系需要关注，以更好地了解大流行教育政策决定对这一人群的影响。本研究旨在探讨在学校关闭期间（2021年1月至3月），有神经发育问题的儿童在家中学习、混合学习和学校学习与随后的入学率（2021年5月）之间的关系。方法809名5至15岁自闭症儿童和/或智障儿童的家长/照顾者完成了一项在线调查。回归模型研究了学校关闭期间学习地点与随后缺课的关系（即，总天数错过，持续缺席和拒绝上学）。结果谁是在学校关闭期间从家里学习的孩子后来错过了4.6天的可能19。混合和学校学习的儿童分别缺课2.4和1.6天。即使在调整混杂因素后，在家学习组的缺课率和持续缺课率也明显较高。学习地点与随后的学校拒绝。ConclusionsPolicies关闭学校和公共卫生突发事件期间在家学习可能会加剧这组弱势儿童的入学问题。
BackgroundChildren with neurodevelopmental conditions have high levels of school absence. During the COVID‐19 pandemic, schools closed for many students. The relationship between home learning during school closures and subsequent school attendance requires attention to better understand the impact of pandemic education policy decisions on this population. This study aims to investigate the association between home learning, hybrid learning and school learning during school closures (in January–March 2021) with subsequent school attendance (in May 2021) in children with neurodevelopmental conditions.MethodsAn online survey was completed by 809 parents/carers of 5‐ to 15‐year‐old autistic children and/or children with intellectual disability. Regression models examined the association of learning location during school closures with subsequent school absence (i.e., total days missed, persistent absence and school refusal).ResultsChildren who were learning from home during school closures later missed 4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6 school days, respectively. The rates of school absence and persistent absence were significantly higher in the home learning group even after adjusting for confounders. Learning location was not associated with subsequent school refusal.ConclusionsPolicies for school closures and learning from home during public health emergencies may exacerbate school attendance problems in this group of vulnerable children.