SASEA

东南亚安全协会

• 批准号: 10447530
• 负责人: Rebecca Kathleen Fielding-Miller
• 金额: $ 117.29万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN DIEGO
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-07 至 2023-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10447530
• 关键词: Address; Behavior; Behavioral; COVID-19; COVID-19 diagnostic; COVID-19 risk; COVID-19 testing; California; Child; Communities; Consolidated Framework for Implementation Research; Contact Tracing; Contracts; County; Data; Diagnostic tests; Education; Ensure; Environmental Monitoring; Family; Floor; Geographic Locations; Geography; Hand; Hispanic; Household; Hygiene; Immigrant; Individual; Intervention; Interview; Latino; Learning; Low income; Masks; Neighborhoods; Notification; Parents; Participant; Perception; Persons; Process; Provider; RQ2; Randomized; Reporting; Research; Resources; Risk; Role; S-nitro-N-acetylpenicillamine; SARS-CoV-2 infection; SARS-CoV-2 transmission; Safety; Sampling; Schools; Self Administration; Sentinel Surveillance; Services; Signal Transduction; Site; Social Network; Social support; Structure; Students; Surface; Surveys; Testing; Time; Travel; Trust; Universities; asymptomatic COVID-19; base; cluster trial; community based participatory research; comparison intervention; coronavirus disease; dashboard; improved; marginalized community; member; primary outcome; programs; response; risk mitigation; school district; secondary outcome; social; social vulnerability; surveillance data; testing uptake; trial design; underserved community; vaccine acceptance; vaccine hesitancy; ventilation; vulnerable community; wastewater monitoring

Project Summary/Abstract Schools serve important community roles beyond academic education. In historically marginalized communities they are trusted providers for a range of support services for families in need. The tradeoff between these crucial benefits of in-person learning against the risk of SARS-CoV-2 transmission in school settings has been hotly debated throughout much of 2020 and 2021. The stakes are particularly high in historically marginalized communities which rely most heavily on school services, but have also been hit the hardest by COVID-19 primarily due to structural issues. The Safer at School Early Alert (SASEA) program was co-developed by the University of California, San Diego, the County of San Diego, and 15 partner schools serving socially vulnerable students in 5 school districts across San Diego County. SASEA utilizes daily wastewater and surface (floor) environmental monitoring to detect asymptomatic SARS-CoV-2 infections among students and staff on campus. Positive environmental signals are immediately followed by targeted responsive testing for a whole school (in the case of wastewater) or classroom (for a positive surface sample). In this project, we will develop the Safer at School Early Alert School-Neighborhood Asset Portal (SASEA- SNAP), an online school environmental monitoring report dashboard with resources to address structural barriers to COVID-19 diagnostic testing in historically marginalized communities (Aim 1). We will also create a toolkit to allow any school to rapidly adapt the template to their specific setting. In Aims 2 and 3, we will use a randomized stepped wedge trial to compare SASEA (control) vs SASEA-SNAP (intervention) in 50 schools across 4 diverse school clusters in San Diego County. Our primary outcome (Aim 2) is higher rates of diagnostic testing in intervention schools. Our secondary outcome (Aim 3) is increased risk mitigation behaviors in school community members when environmental surveillance data suggests a potential case on campus. In Aim 4, we will use parent-child narrative interviews with 40 parent-student pairs to understand how children perceive COVID-19 risk at school, assess differences in perceptions of testing barriers between intervention and control sites, and better understand how children understand the process of environmental surveillance and responsive testing.

项目总结/摘要 学校在学术教育之外发挥着重要的社区作用。在历史上被边缘化的 他们是社区中值得信赖的提供者，为有需要的家庭提供一系列支助服务。的权衡 面对面学习的这些重要好处与SARS-CoV-2在学校传播的风险之间， 在2020年和2021年的大部分时间里，设置一直受到热议。风险尤其高， 在历史上被边缘化的社区最严重地依赖学校服务，但也受到打击， COVID-19主要是由于结构性问题。学校早期警报（SASEA）计划 由加州大学圣地亚哥分校、圣地亚哥县和15所合作学校共同开发 为圣地亚哥县5个学区的社会弱势学生提供服务。SASEA每天利用 废水和地面（地板）环境监测，以发现无症状的SARS-CoV-2感染 在校园里的学生和工作人员中。积极的环境信号之后立即有针对性地 针对整个学校（在废水的情况下）或教室（对于阳性表面样本）的响应性测试。 在这个项目中，我们将开发更安全的学校早期预警学校邻里资产门户网站（SASEA- SNAP），一个在线学校环境监测报告仪表板， 在历史上被边缘化的社区进行COVID-19诊断检测的障碍（目标1）。我们还将创建一个 该工具包允许任何学校快速调整模板以适应其特定环境。在目标2和3中，我们将使用 在50所学校进行的随机阶梯楔形试验，比较SASEA（对照）与SASEA-SNAP（干预） 在圣地亚哥县的4个不同的学校集群。我们的主要结果（目标2）是更高的 在干预学校进行诊断测试。我们的次要结果（目标3）是增加风险缓解 当环境监测数据表明可能存在以下情况时， 校园在目标4中，我们将使用亲子叙事访谈，对40对家长和学生进行访谈，以了解如何 儿童在学校感知COVID-19风险，评估对测试障碍的感知差异， 干预和控制网站，更好地了解儿童如何理解环境的过程， 监测和响应测试。