Amplification of Racial and Social Inequalities in Response to the COVID-19 Pandemic: Impacts on Child Academic and Psychological Outcomes

摘要 孩子们天生就受到他们生活、学习和玩耍的环境的影响。这项研究 新冠肺炎病毒暴发对儿童发育的影响汇聚多学科 来自全国6个ECHO奖的调查团队，代表了大约2500名儿童中期的5个队列 和青少年和个人报告结果(PRO)核心)。拟议的研究将发展和 测试一个新的概念模型，该模型将家庭和社区的社会人口风险作为重要因素 塑造新冠肺炎相关学校、家庭、儿童等影响儿童积极健康的困难和资源。 我们认为，学校资源(例如，远程教育的类型和质量)、家庭困难(例如，经济困难) 压力和技术准入)和儿童情感支持(例如，与同龄人的联系和家庭支持) 结合用学习能力和心理健康来衡量儿童的积极健康- 是存在的。Echo建议结合了以变量为中心和以人为中心的方法论方法 在可修改和可操作的因素上生成关键的、对时间敏感的知识，以有效地减少 新冠肺炎心理社会困境对儿童积极健康发展的影响作为学区， 社区和各州开始规划下一阶段的经济开放和学校关闭后的回归 在秋季，必须了解哪些儿童最脆弱，最有可能被落在后面；学校如何 政策和教学方法可以得到最好的优化；需要什么样的社会和情感支持 为了让家庭和社区“重建得更好”。

ABSTRACT Children are inherently shaped by the environment in which the live, learn, and play. This proposal to study the impact of SARS-CoV-2 (COVID-19) virus outbreak on children’s development brings together a multidisciplinary team of investigators across the country from 6 ECHO Awards, representing 5 cohorts of ~2500 middle childhood and adolescent youth and the Person-Reported Outcome (PRO) Core). The proposed research develops and tests a novel conceptual model that casts family and community sociodemographic risk as important factors that shape COVID-19 related school, family, and child hardships and resources that influence child positive health. We propose that school resources (e.g., type and quality of distance learning), family hardships (e.g., financial strain and technology access), and child emotional support (e.g., connections to peers and family support) combine to predict children's positive health as measured by academic competence and psychological well- being. This ECHO proposal combines both variable-centered and person-centered methodological approaches to generate critical, time-sensitive knowledge on modifiable and actionable factors that can effectively mitigate the impact of COVID-19 psychosocial hardships on child positive health development. As school districts, communities, and states begin planning for the next stages of economic opening and return from school closures in the fall, it is imperative to know which children are most vulnerable and at-risk of being left behind; how school policies and teaching approaches can be best optimized; and what social and emotional supports need to be in place in order for families and communities to “build back better.”