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: 10675551
• 负责人: Laurie Miller Brotman
• 金额: $ 72.41万
• 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/10675551
• 关键词: Address; Adopted; Affect; Area; Black race; COVID-19; COVID-19 impact; COVID-19 pandemic; COVID-19 risk; COVID-19 susceptibility; Caregivers; Cessation of life; Child; Child Care; Child Mental Health; Child Support; Color; Communities; Country; Deterioration; Development; Disparity; Economics; Education; Emotional; Ensure; Environment; Essential worker; Ethnic Origin; Evidence based intervention; Experimental Designs; Exposure to; Family; Family member; Financial Hardship; Funding; Gender; Health; Home; Home environment; Household; Intervention; Investments; Language; Latino; Learning; Mental Depression; Mental Health; Methods; Modeling; Mothers; Natural experiment; Neighborhoods; New York City; Nursery Schools; Outcome; Parents; Performance; Personal Satisfaction; Policy Maker; Poverty; Race; Randomized; Recovery; Reporting; Research Infrastructure; Risk; Sampling; Schools; Science; Security; Stress; Structural Racism; Students; Surveys; System; Testing; United States National Institutes of Health; Vulnerable Populations; Well in self; academic standard; achievement test; adverse childhood events; children of color; cohort; community intervention; design; early childhood; educational atmosphere; effectiveness/implementation trial; experience; falls; family support; food insecurity; health disparity; high risk; indexing; lower income families; maternal anxiety; maternal depression; member; neighborhood disadvantage; pandemic disease; physical conditioning; post-pandemic; prevent; programs; protective factors; school closure; 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.

项目总结/摘要 本研究评估了多层次循证干预的持久保护作用，家长团， 在高度贫困的学校，幼儿园前（pre-K）计划主要为黑人和拉丁美洲儿童服务， 纽约市（NYC）社区受到COVID-19大流行的严重打击。迄今为止， 纽约市儿童因COVID-19失去父母的可能性是白色儿童的两倍多。COVID-19相关财务 社会压力对有小孩的家庭来说尤其沉重。关于儿童福利的报告 有幼儿的家庭在许多方面的逆境大幅增加，包括缺乏 家庭基本需求和经济安全的丧失，对照顾者的身心健康的影响， 家庭成员，缺乏早期学习和儿童保育的机会，以及对儿童社会问题的广泛关注， 情感健康结构性种族主义、贫穷和其他社会决定因素，加上人口激增， 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， 威胁驱逐），不成比例地影响黑人和拉丁美洲儿童，可能会急剧加剧现有的 教育和健康差距。在历史上被剥夺投资的社区， 保护性因素，如家庭与学校的联系以及情感上敏感的家庭和教室 支持儿童心理健康和学校表现的环境。一种文化上敏感的干预， 促进和维持社区中积极的家庭-学校联系和家庭/教室环境 受到COVID-19重创的国家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）测试家长团专业发展的持久影响， 教育工作者（2017-2019）对家庭与学校的联系，如家长的学前班学生在学校的经验 2019冠状病毒病期间和之后的2019年，相对于2019冠状病毒病之前的2019年; 2）检查 ParentCorps计划为儿童和家庭提供2019-20年学前教育队列的发展轨迹 学生的心理健康和学校表现，并测试干预是否影响儿童的结果 因社区对COVID-19的易感性、种族、性别和家庭语言而异; 3）了解学校 资产和未满足的需求没有直接由家长军团解决;制定和整合危机缓解措施 战略纳入ParentCorps模式;并评估可行性和效益。利用公共投资， 在历史上缺乏投资的社区的学校扩大家长团，与政策制定者建立强有力的伙伴关系， 和从业人员，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机会，以推进 科学和有前途的系统级可扩展战略，以防止COVID-19的连锁负面影响， 黑人和拉丁裔家庭