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

摘要 儿童天生受到生活、学习和玩耍环境的影响。本提案旨在研究 SARS-CoV-2 (COVID-19) 病毒爆发对儿童发育的影响汇集了多学科 来自全国 6 个 ECHO 奖项的调查人员团队，代表 5 个群体，约 2500 名中期儿童 青少年和个人报告结果 (PRO) 核心）。拟议的研究发展和 测试了一种新颖的概念模型，该模型将家庭和社区社会人口风险视为重要因素 塑造与 COVID-19 相关的学校、家庭和儿童困难以及影响儿童积极健康的资源。 我们建议学校资源（例如远程学习的类型和质量）、家庭困难（例如经济困难） 压力和技术获取）以及儿童情感支持（例如与同龄人的联系和家庭支持） 结合起来预测儿童的积极健康状况（通过学业能力和心理健康来衡量） 存在。该 ECHO 提案结合了以变量为中心和以人为中心的方法论 生成关于可修改和可操作因素的关键的、时间敏感的知识，可以有效地缓解 COVID-19 社会心理困难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停课后的恢复 在秋季，必须了解哪些儿童最脆弱并面临被抛在后面的风险；如何上学 政策和教学方法可以得到最佳优化；以及需要哪些社交和情感支持 以便家庭和社区“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.”