Succumbing, Surviving, and Thriving: The Development of Low-Income Students in the Long Shadow of COVID-19

项目摘要 新冠肺炎大流行对所有儿童的福祉构成持续威胁，尤其是对低收入儿童 收入，按种族划分，以及特殊需要分组。这场不可预测的、复杂的、种族主义的危机 当学校关闭时，数百万儿童的教育环境受到了巨大的破坏， 与日俱增的相关学习损失、社会孤立和情绪困扰。学者们已经动员起来 为了研究大流行，这一新兴研究的大部分都是基于小型的、相对同质的(主要是 白色)样本，将适用性限制在受这一大流行及其多重系统影响最大的子组 (例如，拉丁裔[包括ELL]；黑人；有特殊需要的儿童)。这项新的研究几乎没有包含 对新冠肺炎前儿童功能的广泛、重复测量。它也不能捕获多系统 文化根深蒂固的保护性因素可能影响儿童的短期和长期发育恢复 目前的美国儿童人口。因此，迫切需要与文化相关的纵向研究。 从大流行之前到继续，对不同的儿童样本进行调查，以告知当前 以及未来大流行的准备和应对工作。提议的项目通过捕获 儿童K-1年级前、大流行前的功能和对他们的跟踪--并远远超过--期间 当他们进入青春期时，普遍的隔离和学校关闭。利用来自现有、 持续、大量、高度多样化的第一标题学校低收入学生样本，自那以来一直被跟踪 他们是2016年的学龄前儿童，拟议的研究将(目标1a)确定新冠肺炎的影响 在接下来的几年里，学校因儿童的短期结果而关闭时造成的干扰 学校重新开学(3-5年级)；(目标1b)调查短期结果如何恶化或减轻 按儿童在新冠肺炎之前的优势和弱点的个体差异；(目标2a)探索更长的- 通过增加对儿童结局的重复测量，干扰对发展的长期影响 从开学后到9年级的更长期；和(2b)确定最有力的特征 儿童放学后--重新开放家庭、学校和同龄人环境--包括文化根深蒂固的家庭 缓解新冠肺炎中断对恢复的长期影响(至9年级)的因素 由此产生的青少年早期结果，包括心理健康。通过确定教育和教育的影响 学校停课期间的家庭破坏，以及学校开学后继续发生的家庭破坏， 关于不同的发展轨迹，并确定文化根深蒂固的保护因素，该项目 从识别风险群体转向指定儿童家庭、学校、 以及在高度多样化的样本中促进长期韧性的同龄人环境。因此，它拥有巨大的 承诺提高知识以改善公共健康，并为当前和未来的灾难准备提供信息， 救济和恢复努力是为特别容易受到负面结果影响的儿童量身定做的。

Project Summary The COVID-19 pandemic poses a sustained threat to the wellbeing of all children, but particularly for low- income, racially minoritized, and special needs subgroups. This unpredictable, complex, racialized crisis has exposed millions of children to massive disruptions of their educational contexts when schools closed, with growing accounts of associated learning loss, social isolation, and emotional distress. Scholars have mobilized to study the pandemic, yet much of this emerging research draws on small, relatively homogeneous (mostly white) samples, limiting applicability to the subgroups most affected by this pandemic and its multisystem disruptions (e.g., Latinx [including ELL]; Black; children with special needs). Little of this new research contains extensive, repeated measures of pre-COVID-19 child functioning. Nor does it capture the multisystem culturally-embedded protective factors likely to influence short- and longer-term developmental recovery for the current US child population. Thus, there is an urgent need for culturally-relevant, longitudinal research spanning the period from before the pandemic and continuing, on diverse samples of children to inform current and future pandemic preparation and response efforts. The proposed project fills this gap by capturing children’s pre-k-1st grade pre-pandemic functioning and following them through - and well beyond - the period of widespread quarantines and school closures, as they enter adolescence. Leveraging data from an existing, ongoing, large, highly diverse sample of low-income students in Title I schools who have been followed since they were preschoolers in 2016, the proposed study will (Aim 1a) determine the impacts of COVID-19 disruptions when schools were closed on children’s short-term outcomes in the years immediately following school reopening (3rd-5th grade); (Aim 1b) investigate how short-term outcomes are exacerbated or mitigated by individual differences in children’s pre-COVID-19 strengths and vulnerabilities; (Aim 2a) explore the longer- term impacts of disruption on development by adding repeated measurement of children’s outcomes in the longer term following school reopening, through 9th grade; and (2b) identify the most potent features of children’s post-school-reopening family, school, and peer contexts – including culturally-embedded family factors – that mitigate the longer-term impacts (through 9th grade) of COVID-19 disruption on recovery of consequential early adolescent outcomes, including mental health. By determining effects of educational and family-based disruptions during school closures, and family disruptions that continue after schools reopened, on varying developmental trajectories, and identifying culturally-embedded protective factors, this project moves well beyond identifying risk groups to specifying shared and unique aspects of children’s family, school, and peer contexts that promote long-term resilience in a highly diverse sample. It thus holds tremendous promise for advancing knowledge to improve public health and inform current and future disaster preparation, relief, and recovery efforts tailored to children especially susceptible to negative outcomes.