Multi-level evidence-based intervention to reduce health and education disparities among children of color in high-poverty schools in historically disinvested neighborhoods hardest hit by the pandemic

采取多层次的循证干预措施，以减少历史上受疫情影响最严重的投资减少社区的高贫困学校中有色人种儿童的健康和教育差距

• 批准号: 10494116
• 负责人: Laurie Miller Brotman
• 金额: $ 72.4万
• 依托单位: NEW YORK UNIVERSITY SCHOOL OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-24 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10494116
• 关键词: Address; Adopted; Affect; Area; Black race; COVID-19; COVID-19 impact; COVID-19 pandemic; COVID-19 risk; Caregivers; Cessation of life; Child; Child Mental Health; Child Support; Color; Communities; Country; Development; Economics; Education; Emotional; Ensure; Environment; Essential worker; Evidence based intervention; Exposure to; Family; Family member; Financial Hardship; Funding; Future Teacher; Gender; Health; Home; Home environment; Household; Intervention; Investments; Language; Latino; Learning; Level of Evidence; Mental Depression; Mental Health; Methods; Modeling; Mothers; Natural experiment; Neighborhoods; New York City; Nursery Schools; Outcome; Parents; Personal Satisfaction; Policy Maker; Poverty; Predisposition; Race; Randomized; Recovery; Reporting; Research Infrastructure; Risk; Sampling; Schools; Science; Security; Stress; Structural Racism; Students; Surveys; System; Testing; Time; United States National Institutes of Health; Vulnerable Populations; Well in self; achievement test; adverse childhood events; base; children of color; cohort; community intervention; design; early childhood; educational atmosphere; effectiveness implementation trial; experience; falls; family support; food insecurity; health disparity; health school performance; high risk; indexing; lower income families; maternal anxiety; maternal depression; member; neighborhood disadvantage; pandemic disease; performance tests; physical conditioning; prevent; programs; protective factors; racial and ethnic; school district; social; social determinants; social stressor; teacher; therapy design

PROJECT SUMMARY/ABSTRACT This study evaluates the enduring protective impacts of a multi-level evidence-based intervention, ParentCorps, in high-poverty schools with pre-Kindergarten (pre-K) programs serving primarily Black and Latino children in New York City (NYC) neighborhoods hit hard by the COVID-19 pandemic. To date, Black and Latino children in NYC are more than twice as likely as White children to lose a parent to COVID-19. COVID-19-related financial and social stresses have been especially hard on households with young children. Reports on the well-being of families with young children document substantial increases in adversity in many areas, including lack of household basic needs and loss of economic security, physical and mental health impacts on caregivers and household members, lack of access to early learning and childcare, and wide-ranging concerns about child social emotional well-being. Structural racism, poverty and other social determinants, combined with a surge in exposure to new adverse childhood experiences (e.g., parental depression, illness or death of a family member, threat of eviction) that disproportionately affect Black and Latino children, may sharply exacerbate existing educational and health disparities. In historically disinvested neighborhoods, the pandemic is set to erode protective factors, such as family-school connections and emotionally responsive home and classroom environments that support child mental health and school performance. A culturally-responsive intervention that promotes and maintains positive family-school connections and home/classroom environments in communities hard hit by COVID-19 may prevent the worsening of racial and ethnic health and education disparities. This study has the following specific aims: 1) Test the enduring impact of ParentCorps professional development for educators (2017-2019) on family-school connections as experienced by parents of pre-K students in school years during and after COVID-19, relative to pre-COVID-19 years; 2) Examine the long-term impact of ParentCorps programs for children and families on developmental trajectories of the 2019-20 cohort of pre-K students on mental health and school performance, and test whether intervention impacts on child outcomes vary by neighborhood-level susceptibility to COVID-19, race, gender and home language; 3) Understand school assets and unmet needs not addressed directly by ParentCorps; develop and integrate crisis mitigation strategies into the ParentCorps model; and assess feasibility and benefit. Capitalizing on public investments in scaling ParentCorps in schools in historically disinvested neighborhoods, strong partnerships with policy makers and practitioners, and a robust research infrastructure, this study offers an unparalleled opportunity to advance science and a promising systems-level scalable strategy to prevent cascading negative effects of COVID-19 for Black and Latino families.

项目摘要/摘要 这项研究评估了多层次循证干预的持久保护效果，ParentCorps， 在主要面向黑人和拉美裔儿童的幼儿园前(Pre-K)项目的高贫困学校 纽约市(NYC)受新冠肺炎疫情重创的社区。到目前为止，这里的黑人和拉丁裔儿童 纽约儿童因新冠肺炎而失去父母的可能性是白人儿童的两倍多。新冠肺炎相关金融 对于有年幼子女的家庭来说，社会压力尤其沉重。关于人民福祉的报告 有年幼子女的家庭记录了许多领域的逆境大幅增加，包括缺乏 家庭基本需要和丧失经济保障、对照顾者的身心健康和 家庭成员、无法获得早期学习和儿童保育，以及对儿童社会的广泛关切 情感上的幸福。结构性种族主义、贫困和其他社会决定因素，再加上 暴露于新的不良童年经历(例如，父母抑郁、家庭成员患病或死亡， 驱逐的威胁)，这对黑人和拉丁裔儿童的影响不成比例，可能会急剧加剧现有的 教育和健康方面的差距。在历史上被撤资的社区，大流行势必会减弱 保护性因素，如家庭与学校的联系以及对情感有反应的家庭和教室 支持儿童心理健康和学校表现的环境。一种响应文化的干预措施 在社区中促进和维护积极的家庭与学校联系和家庭/教室环境 新冠肺炎的重创可能会阻止种族和民族健康和教育差距的恶化。本研究 有以下具体目标：1)测试ParentCorps职业发展对以下方面的持久影响 教育工作者(2017-2019年)关于学龄前儿童家长在学校经历的家庭与学校的联系 新冠肺炎期间和之后的年份，相对于新冠肺炎之前的年份；2)考察以下方面的长期影响 关于2019-20年学龄前儿童和家庭发展轨迹的ParentCorps方案 学生的心理健康和学习成绩，并测试干预是否对儿童结果产生影响 根据社区层面对新冠肺炎的敏感度、种族、性别和母语的不同而不同；3)了解学校 ParentCorps没有直接解决的资产和未满足的需求；开发和整合危机缓解 将战略纳入ParentCorps模式；并评估可行性和效益。利用公共投资于 在历史上被撤资的社区的学校推广ParentCorps，与政策制定者建立牢固的伙伴关系 和从业者，以及强大的研究基础设施，这项研究提供了一个无与伦比的发展机会 科学和有前景的系统级可扩展战略，以防止新冠肺炎对以下领域的级联负面影响 黑人和拉丁裔家庭。