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Tieken, Mara Casey, and Trevor Ray Auldridge-Reveles. "Rethinking the School Closure Research: School Closure as Spatial Injustice." Review of Educational Research 89, no. 6 (October 8, 2019): 917–53. http://dx.doi.org/10.3102/0034654319877151.
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Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice.
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Zviedrite, Nicole, Jeffrey D. Hodis, Ferdous Jahan, Hongjiang Gao, and Amra Uzicanin. "COVID-19-associated school closures and related efforts to sustain education and subsidized meal programs, United States, February 18–June 30, 2020." PLOS ONE 16, no. 9 (September 14, 2021): e0248925. http://dx.doi.org/10.1371/journal.pone.0248925.
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Pre-emptive school closures are frontline community mitigation measures recommended by the US Centers for Disease Control and Prevention (CDC) for implementation during severe pandemics. This study describes the spatiotemporal patterns of publicly announced school closures implemented in response to the coronavirus disease 2019 (COVID-19) pandemic and assesses how public K-12 districts adjusted their methods of education delivery and provision of subsidized meals. During February 18–June 30, 2020, we used daily systematic media searches to identify publicly announced COVID-19–related school closures lasting ≥1 day in the United States (US). We also collected statewide school closure policies from state government websites. Data on distance learning and subsidized meal programs were collected from a stratified sample of 600 school districts. The first COVID-19–associated school closure occurred on February 27, 2020 in Washington state. By March 30, 2020, all but one US public school districts were closed, representing the first-ever nearly synchronous nationwide closure of public K-12 schools in the US. Approximately 100,000 public schools were closed for ≥8 weeks because of COVID-19, affecting >50 million K-12 students. Of 600 districts sampled, the vast majority offered distance learning (91.0%) and continued provision of subsidized meal programs (78.8%) during the closures. Despite the sudden and prolonged nature of COVID-19–associated school closures, schools demonstrated flexibility by implementing distance learning and alternate methods to continue subsidized meal programs.
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Walsh, Sebastian, Avirup Chowdhury, Vickie Braithwaite, Simon Russell, Jack Michael Birch, Joseph L. Ward, Claire Waddington, et al. "Do school closures and school reopenings affect community transmission of COVID-19? A systematic review of observational studies." BMJ Open 11, no. 8 (August 2021): e053371. http://dx.doi.org/10.1136/bmjopen-2021-053371.
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ObjectivesTo systematically reivew the observational evidence of the effect of school closures and school reopenings on SARS-CoV-2 community transmission.SettingSchools (including early years settings, primary schools and secondary schools).InterventionSchool closures and reopenings.Outcome measureCommunity transmission of SARS-CoV-2 (including any measure of community infections rate, hospital admissions or mortality attributed to COVID-19).MethodsOn 7 January 2021, we searched PubMed, Web of Science, Scopus, CINAHL, the WHO Global COVID-19 Research Database, ERIC, the British Education Index, the Australian Education Index and Google, searching title and abstracts for terms related to SARS-CoV-2 AND terms related to schools or non-pharmaceutical interventions (NPIs). We used the Cochrane Risk of Bias In Non-randomised Studies of Interventions tool to evaluate bias.ResultsWe identified 7474 articles, of which 40 were included, with data from 150 countries. Of these, 32 studies assessed school closures and 11 examined reopenings. There was substantial heterogeneity between school closure studies, with half of the studies at lower risk of bias reporting reduced community transmission by up to 60% and half reporting null findings. The majority (n=3 out of 4) of school reopening studies at lower risk of bias reported no associated increases in transmission.ConclusionsSchool closure studies were at risk of confounding and collinearity from other non-pharmacological interventions implemented around the same time as school closures, and the effectiveness of closures remains uncertain. School reopenings, in areas of low transmission and with appropriate mitigation measures, were generally not accompanied by increasing community transmission. With such varied evidence on effectiveness, and the harmful effects, policymakers should take a measured approach before implementing school closures; and should look to reopen schools in times of low transmission, with appropriate mitigation measures.
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Lee, Helen, and Lauren Sartain. "School Closures in Chicago: What Happened to the Teachers?" Educational Evaluation and Policy Analysis 42, no. 3 (June 1, 2020): 331–53. http://dx.doi.org/10.3102/0162373720922218.
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In 2013, the Chicago Board of Education closed 47 elementary schools, directly affecting 13,000 students and 900 teachers. The closures created employment uncertainty for closed-school teachers, and this article investigates the labor market consequences for teachers. We employ a difference-in-differences approach that compares the exit rates of closed-school teachers with teachers in schools that only experienced threat of closure. We estimate that the closures resulted in a near doubling of teacher exit among teachers in closed schools, particularly among low-performing teachers. We also find that, among closed-school teachers, Black teachers were more likely to return than White teachers. Given the nationwide trend of school closures for budgetary or performance reasons, this article has implications for strategic retention of effective teachers.
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Richards, Meredith P., Kori J. Stroub, and Sarah Guthery. "The Effect of School Closures on Teacher Labor Market Outcomes: Evidence From Texas." AERA Open 6, no. 2 (April 2020): 233285842092283. http://dx.doi.org/10.1177/2332858420922837.
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Recent scholarship has highlighted the phenomenon of urban public school closures and their effects on student academic outcomes. However, we know little about the broader impact of closures, particularly on teachers who are also displaced by closure. We assess labor market outcomes for over 15,000 teachers in nearly 700 Texas schools displaced by closure between 2003 and 2015. Using a unique administrative data set, we find that closures were associated with an increased likelihood of teachers leaving teaching as well as changing school districts. Notably, teachers in charters that closed were particularly likely to leave. In addition, closures appear to push out senior teachers and worsen the already substantial underrepresentation of Black teachers.
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Green, Terrance L., Joanna D. Sánchez, and Andrene J. Castro. "Closed Schools, Open Markets: A Hot Spot Spatial Analysis of School Closures and Charter Openings in Detroit." AERA Open 5, no. 2 (April 2019): 233285841985009. http://dx.doi.org/10.1177/2332858419850097.
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The purpose of this study is to use geographic information systems to map the spatial distribution of traditional public school closures and the opening of charter schools in Detroit. To achieve this purpose, we examine the following research questions: (a) How are traditional public school closures and the opening of charter schools spatially distributed throughout neighborhoods in Detroit during three education policy eras? (b) How, if at all, might these schools’ spatial patterns cluster in certain neighborhoods to create hot spots of traditional public school closures and/or charter school openings? As such, this descriptive study uses hot spot geospatial analysis to identify whether the spatial occurrence of traditional public school closures and charter school openings is randomly distributed or if it occurs in statistically significant spatial clusters. Rollback and rollout neoliberalism is used to theoretically frame the study and guide the analysis. Findings suggest that charter school openings occur more often in hot spots or concentrated ways than the closure of traditional public schools in Detroit. We conclude with implications for future research.
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Jackson, Ashley M., and Faruque Ahmed. "Assessing Characteristics of Unplanned School Closures that Occurred in the United States in Response to Hurricane Harvey in 2017." Disaster Medicine and Public Health Preparedness 14, no. 1 (January 31, 2020): 125–29. http://dx.doi.org/10.1017/dmp.2019.159.
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ABSTRACTObjective:Hurricane Harvey, which made landfall in Texas on August 24, 2017, caused catastrophic damage that resulted in the closure of many schools and school districts across 4 states. We evaluated the underlying reasons and characteristics of the unplanned school closures to gain insight on how communities may cope with recommended preemptive closures as an intervention for pandemic influenza.Methods:Information was extracted from news articles, school websites, and Twitter and Facebook posts previously collected through daily systematic searches of Google, Google News, and Lexis-Nexis. This information was sorted into predefined categories describing the characteristics that may be associated with unplanned school closures that occur during a natural disaster.Results:Across Texas, Louisiana, Kentucky, and Tennessee, there were 3026 unplanned closures. Sixty-three percent of the closures occurred in Texas. The main reasons for the closures were flooding, power outages, and structural damage. The closed schools in Texas were sometimes used as shelters or as locations for providing food or other resources.Conclusion:School closures associated with Hurricane Harvey were attributed to both the effects of the hurricane and use for resource allocation. These findings can help inform preparedness planning and response for future hurricane seasons and other large-scale emergencies.
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Syeed, Esa. "“It just doesn’t add up”: Disrupting official arguments for urban school closures with counterframes." education policy analysis archives 27 (September 16, 2019): 110. http://dx.doi.org/10.14507/epaa.27.4240.
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Mass school closures have become commonplace in urban school districts. To explain their actions, school system leaders often rely on a dominant frame that presents closures as an inevitable, data-driven, and politically neutral phenomenon in an educational landscape defined by shrinking budgets, demographic changes, and increased school choice. In response, research has typically focused on how communities tell counternarratives that seek to interrupt official accounts of school closures. Using a critical frame analysis of qualitative data from the 2013 school closure process in Washington, DC, I discuss another grassroots approach to disrupting school closures: counterframes. Drawing on Critical Race Theory and social movement theory, I discuss counterframes as discursive arguments that allow communities to directly challenge official rhetoric and offer alternatives. Findings show that communities in DC crafted counterframes that pushed back on the notion that the closures were inevitable, questioned the data guiding the process, and attempted to expose hidden agendas and interests behind shuttering schools. The article concludes with the relevance of counterframes to broader educational mobilizations as well as their limitations.
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Phipps, A. G. "An Institutional Analysis of School Closures in Saskatoon and Windsor." Environment and Planning A: Economy and Space 25, no. 11 (November 1993): 1607–26. http://dx.doi.org/10.1068/a251607.
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During the 1978–88 period the public and the Catholic separate boards closed seventeen schools in Saskatoon and twenty-two in Windsor. The repertories of involvements and interactions between the community representatives and the school board officials during the reviews of the closure of these schools are theorized. The empirical analysis utilizes archival data for two episodes of school closures in each city, after which the school boards might have amended their procedures for the closures. The findings illustrate the real and instantiated powers, and the agency skills of the involved community representatives versus those of the school board officials.
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Weber, Rachel, Stephanie Farmer, and Mary Donoghue. "Predicting School Closures in an Era of Austerity: The Case of Chicago." Urban Affairs Review 56, no. 2 (October 22, 2018): 415–50. http://dx.doi.org/10.1177/1078087418802359.
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What factors do administrators consider when (dis)investing in public facilities? We model school closure decisions in Chicago from 2003 to 2013 with multinomial logit models that estimate the decision to close or “turnaround” schools as a function of building, student, geographic, political, and neighborhood factors during two mayoral administrations. The results from our specifications validate the “official” rationale for closures and turnarounds: Low test scores are associated with closures and turnarounds under Mayor Daley, and underutilization is associated with closures under Mayor Emanuel. However, our findings also reveal some distance between technical-rational decision making and the realities of capital budgeting under austerity. The race of students and proximity to both the Central Business District and charter schools also predicted closures. This suggests multiple, potentially conflicting, interests that school districts balance to serve the needs of school-age populations and taxpayers and also the potential for burdening already vulnerable populations with the negative effects of disinvestment.
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House, Thomas, Marc Baguelin, Albert Jan Van Hoek, Peter J. White, Zia Sadique, Ken Eames, Jonathan M. Read, et al. "Modelling the impact of local reactive school closures on critical care provision during an influenza pandemic." Proceedings of the Royal Society B: Biological Sciences 278, no. 1719 (February 2, 2011): 2753–60. http://dx.doi.org/10.1098/rspb.2010.2688.
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Despite the fact that the 2009 H1N1 pandemic influenza strain was less severe than had been feared, both seasonal epidemics of influenza-like-illness and future influenza pandemics have the potential to place a serious burden on health services. The closure of schools has been postulated as a means of reducing transmission between children and hence reducing the number of cases at the peak of an epidemic; this is supported by the marked reduction in cases during school holidays observed across the world during the 2009 pandemic. However, a national policy of long-duration school closures could have severe economic costs. Reactive short-duration closure of schools in regions where health services are close to capacity offers a potential compromise, but it is unclear over what spatial scale and time frame closures would need to be made to be effective. Here, using detailed geographical information for England, we assess how localized school closures could alleviate the burden on hospital intensive care units (ICUs) that are reaching capacity. We show that, for a range of epidemiologically plausible assumptions, considerable local coordination of school closures is needed to achieve a substantial reduction in the number of hospitals where capacity is exceeded at the peak of the epidemic. The heterogeneity in demand per hospital ICU bed means that even widespread school closures are unlikely to have an impact on whether demand will exceed capacity for many hospitals. These results support the UK decision not to use localized school closures as a control mechanism, but have far wider international public-health implications. The spatial heterogeneities in both population density and hospital capacity that give rise to our results exist in many developed countries, while our model assumptions are sufficiently general to cover a wide range of pathogens. This leads us to believe that when a pandemic has severe implications for ICU capacity, only widespread school closures (with their associated costs and organizational challenges) are sufficient to mitigate the burden on the worst-affected hospitals.
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Kneale, Dylan, Alison O'Mara-Eves, Rebecca Rees, and James Thomas. "School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts." F1000Research 9 (May 12, 2020): 352. http://dx.doi.org/10.12688/f1000research.23631.1.
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Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.
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Green, Terrance. "“We felt they took the heart out of the community”: Examining a community-based response to urban school closure." education policy analysis archives 25 (March 13, 2017): 21. http://dx.doi.org/10.14507/epaa.25.2549.
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Massive school closures are occurring in urban school districts across the United States. Research suggests that school closures are the outcome of racialized neoliberal policies and decades of disinvestment that have left many urban districts with fiscal deficits and declining student enrollments. However, some urban communities have successfully organized against school closures and reopened neighborhood schools. As such, this study examines how leaders in a community-university coalition in the Midwestern United States reopened a high school that was closed by its district. This case study draws on interviews and document data, and describes the forces that promoted school closure and its impacts on the community. Concepts from social capital and social network theories are used to guide the analysis. Findings indicate these leaders leveraged networks to negotiate a community-university social contract, took strategic and socially connected actions, and formed a community-driven education task force. This study offers implications for policy, future research, and communities in similar contexts.
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Foster, Karen, Ray Bollman, and Hannah Main. "HOW IMPORTANT IS A SCHOOL? EXAMINING THE IMPACT OF REMOTENESS FROM A SCHOOL ON CANADIAN COMMUNITIES’ ATTRACTION AND RETENTION OF SCHOOL-AGE CHILDREN." International Journal of Child, Youth and Family Studies 12, no. 2 (July 7, 2021): 12–34. http://dx.doi.org/10.18357/ijcyfs122202120231.
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Many Canadian communities, especially rural communities, are concerned about youth outmigration as a cause of population decline, which is associated with fewer services and amenities. Proponents of keeping underattended schools open argue that removing a school from the community means that fewer families will want to live there, and that more families will consider leaving. Others view school closures as a rational response to population decline. Still other perspectives complicate the correlation between schools and population, noting phenomena such as children “learning to leave” and “place attachment” that modulate the temptation to move away. This paper offers an empirical test of discursive connections between school closures and mobilities by studying the population change of school-age children in Canadian census subdivisions indexed by distance to the nearest school. Based on this method, we conclude that there is a positive correlation between the school-age population in a community and proximity to a school in that community. Although our data do not answer the question of whether school closures cause population decline, or such a decline causes school closures, or both, we provide a quantitative foundation on which to ask it.
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Alexander, Monique, and Vanessa A. Massaro. "School deserts: Visualizing the death of the neighborhood school." Policy Futures in Education 18, no. 6 (September 2020): 787–805. http://dx.doi.org/10.1177/1478210320951063.
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The purported purpose of school choice policies is to increase students’ access to “good schools.” There is little discussion, however, of where those good schools are located, nor of the ways in which the distribution of good schools mirrors broader patterns of uneven development in the United States. Given that schools are neighborhood assets and that the distance which students travel to get to school affects their success, the locations of schools matter tremendously and are inextricable from questions of social and spatial justice. We introduce and argue for the explicit use of the term “school desert” as a way for scholars to understand and describe the spatial injustice of school closures and for activists to argue the importance of effective local schools. Spatial visualization and rendering of social problems is an invaluable strategy for effecting policy change. As cities move increasingly to a “de-spatialized” geography of schooling where catchment zones are less determinate of where a student attends school, it is important to consider where the desirable schools are and where they are not. A more nuanced visualization of school locations than neighborhood demographics offers a new lens through which to examine the (un)intended effects of school closures on students, communities, and development. Using Pennsylvania as a case study, we use a geographic information system (GIS) to evaluate the broader reverberations of school choice policies and determine who, demographically, has access to high-quality schools. In light of this research, we also propose an innovative analytic and methodology that describes the educational inequity which is caused by spatial relationships between students’ homes and high-quality schooling. Through the concept of a school desert we explore the (un)intended spatial implications of school closures. School deserts occur as a result of school choice policies that justify school closures. Closures and the location of good schools are geographically uneven, tempered by the federal and local policies that ensure income and racial segregation in US housing. Our analysis of Pennsylvania reveals the uneven distribution of access to good schools in the same way that mapping food deserts displays how market forces have failed to evenly distribute quality food. We find that areas with high-quality schools are significantly wealthier and whiter than school deserts, a conclusion which mirrors those concerning other low-quality neighborhood assets. School deserts as a methodology demonstrate that if students do not have geographic access to good schools, then school choice policies do not, in fact, offer choice.
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Parry, Anne. "Concern about School Closures." Physiotherapy 74, no. 2 (February 1988): 73. http://dx.doi.org/10.1016/s0031-9406(10)63685-1.
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Chase, Susan. "Concern about School Closures." Physiotherapy 74, no. 2 (February 1988): 73. http://dx.doi.org/10.1016/s0031-9406(10)63686-3.
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Lee, Jin, and Christopher Lubienski. "The Impact of School Closures on Equity of Access in Chicago." Education and Urban Society 49, no. 1 (July 27, 2016): 53–80. http://dx.doi.org/10.1177/0013124516630601.
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This study examines the impact of school closures on the sociospatial distribution of equitable access to schooling following the school closure policy pursued by the Chicago Public Schools in 2013. By examining access in terms of proximity between students and schools, the study estimates the changes in accessibility before and after school closings. The change in accessibility is compared with density maps constructed around a number of variables, including population aged 5 through 14 by race and ethnicity, proportion of families with children younger than 18 years old below the poverty level, and crime incidence during the previous 12 months. The overall results suggest that school closing may cause sociogeographic inequality in access to education.
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Phipps, A. G., and P. M. Anglin. "A Rational Economic Analysis of Public-School Closings in Saskatoon." Environment and Planning A: Economy and Space 25, no. 3 (March 1993): 339–55. http://dx.doi.org/10.1068/a250339.
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The Saskatoon public board closed eleven elementary schools and one high school during the period 1978–88. The finding from two economic models is that the school board did not act as a discriminating rational economic decisionmaker in closing two elementary schools located in a case-study neighbourhood. The postponement of the closures resulted in an annual subsidy to the remaining students and their families for an amount eventually equivalent to 40% of the actual savings. The school board thus incorporated noneconomic factors into its decisions in anticipation of the community reactions to a closure.
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Pandey, Lakshmi, David L. Sjoquist, and Mary Beth Walker. "An Analysis of Private School Closings." Education Finance and Policy 4, no. 1 (January 2009): 34–59. http://dx.doi.org/10.1162/edfp.2009.4.1.34.
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We add to the small literature on private school supply by exploring exits of K–12 private schools. We find that the closure of private schools is not an infrequent event and use national survey data from the National Center for Education Statistics to study closures of private schools. We assume that the probability of an exit is a function of excess supply of private schools over demand as well as of the school's characteristics, such as age, size, and religious affiliation. Our empirical results generally support the implications of the model.
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Baytiyeh, Hoda. "Online learning during post-earthquake school closures." Disaster Prevention and Management: An International Journal 27, no. 2 (April 3, 2018): 215–27. http://dx.doi.org/10.1108/dpm-07-2017-0173.
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Purpose The purpose of this paper is to describe the impacts of earthquakes on schools and education services and demonstrate the critical role that information and communication technologies (ICTs) can play in supporting the continuity of education delivery during temporary school closures after seismic events. Design/methodology/approach This paper relies on a conceptual analysis that shows the potential role of the online educational environment during post-earthquake school closures by relying on the available ICT tools. Findings This paper proposes a pro-active strategy for schools that transforms traditional education into an online learning environment to restore education delivery during school closures after earthquake which disrupts face-to-face teaching and denies students and staffs access to schools. Originality/value The sustainability of education delivery in the aftermath of earthquakes presents a challenge to governments, schools, people and communities. This paper contributes to the literature by demonstrating the role of online learning in sustaining educational delivery services after moderate earthquakes.
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Rothstein, Rachel, and Robert P. Olympia. "School Nurses on the Front Lines of Healthcare: The Approach to Maintaining Student Health and Wellness During COVID-19 School Closures." NASN School Nurse 35, no. 5 (June 25, 2020): 269–75. http://dx.doi.org/10.1177/1942602x20935612.
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In response to the novel coronavirus disease 2019 (COVID-19) pandemic, most states in the United States enacted statewide school closures, ranging in duration from 1 month to the remainder of the academic year. The extended durations of these closures present unique challenges, as many families rely on the school as a source of physical activity, mental health services, psychosocial support, child care, and food security. While the school doors may be closed, the school nurse can still play a vital role in emergency management. This article discusses challenges and proposes solutions to maintaining student health and wellness during extended school closures due to the COVID-19 pandemic. Furthermore, it is inevitable that until a vaccine for coronavirus is developed and readily available, many schools will continue to see future closures, though likely for shorter periods of time, as they respond to local outbreaks.
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Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences." Health Education Journal 80, no. 7 (April 22, 2021): 861–71. http://dx.doi.org/10.1177/00178969211010851.
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Background: COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures. Aims: This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes. Methods: Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being. Results: Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support. Conclusion: During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.
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Nazif-Muñoz, José Ignacio, Sebastián Peña, and Youssef Oulhote. "The global viralization of policies to contain the spreading of the COVID-19 pandemic: Analyses of school closures and first reported cases." PLOS ONE 16, no. 4 (April 1, 2021): e0248828. http://dx.doi.org/10.1371/journal.pone.0248828.
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Background On January 30th 2020, the World Health Organization (WHO) declared a international health emergency due to the unprecedented phenomenon of COVID-19. After this declaration countries swiftly implemented a variety of health policies. In this work we examine how rapid countries responded to this pandemic using two events: the day in which the first case of COVID-19 was reported, and first day in which countries used school closure as one of the measures to avoid outbreaks. We also assessed how countries’ health systems, globalization, economic development, political systems, and economic integration to China, Republic of Korea and Italy increased the speed of adoption. Methods We compiled information from multiple sources, from December 31st 2019 to June 1st 2020, to trace when 172 countries reported their first COVID-19 case and implemented school closure to contain outbreaks. We applied cross-national Weibull survival analysis to evaluate the global speed of detection of first COVID-19 reported cases and school closure. Results Ten days after WHO declared COVID-19 to be an international emergency, relative to seven days from this declaration, countries were 28 (95% CI: 12–77) times more likely to report first COVID-19 cases and 42 (95% CI: 22–90) times more likely to close schools. One standard deviation increase in the epidemic security index rises the rate of report first cases by 37% (Hazard Ratio (HR) 1.37 (95% CI: 1.09–1.72) and delays the adoption for school closures by 36% (HR 0.64 (95% CI:0.50–0.82). One standard deviation increase in the globalization index augments the adoption for school closures by 74% (HR 1.74 (95% CI:1.34–2.24). Conclusion After the WHO declared a global emergency, countries were unprecedently acting very rapidly. While countries more globally integrated were swifter in closing schools, countries with better designed health systems to tackle epidemics were slower in adopting it. More studies are needed to assess how the speed of school closures and other policies will affect the development of the pandemic.
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VYNNYCKY, E., and W. J. EDMUNDS. "Analyses of the 1957 (Asian) influenza pandemic in the United Kingdom and the impact of school closures." Epidemiology and Infection 136, no. 2 (April 20, 2007): 166–79. http://dx.doi.org/10.1017/s0950268807008369.
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SUMMARYMany countries plan to close schools during a future influenza pandemic, although the potential impact is poorly understood. We apply a model of the transmission dynamics of pandemic influenza to consultation, serological and clinical data from the United Kingdom from the 1957 (Asian) influenza pandemic, to estimate the basic reproduction number (R0), the proportion of infected individuals who experience clinical symptoms and the impact of school/nursery closures. The R0 for Asian influenza was about 1·8 and 60–65% of infected individuals were estimated to have experienced clinical symptoms. During a future pandemic, closure of schools/nurseries could reduce the epidemic size only by a very small amount (<10%) if R0 is high (e.g. 2·5 or 3·5), and modest reductions, e.g. 22% might be possible if it is low (1·8) and schools are closed early, depending on assumptions about contact patterns. Further data on contact patterns and their dependence on school closures are needed.
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Manullang, Sarjdana Orba, and Erwinsyah Satria. "The Review of the International Voices on the Responses of the Worldwide School Closures Policy Searching during Covid-19 Pandemic." Jurnal Iqra' : Kajian Ilmu Pendidikan 5, no. 2 (September 1, 2020): 1–13. http://dx.doi.org/10.25217/ji.v5i2.1036.
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This article was to determine the voice of the international community in responding to the challenges of school closure policies during the 2019 Covid-19 pandemic. Effort to break the chain transmission of Covid-19 was believed to be closely related to the closure of all business activities including schools around the world. In order to understand the impacts and challenges of school closure, a series of critical searches were undertaken on various online sources, for instance news updates publications, practitioners, and school reactions to unplanned global policies to obligate students learning from home. The collecting data was analyzed using a qualitative phenomenological approach and in-depth interpretation to at the collective voice fulfills the reliability and validity of the research problem. The findings indicated that 16 international voices from different perspectives show relatively deep concern about school closures. Voices from these discussions were matched with existing questions and knowledge about difficulties resulting from school closures. The findings of this study can be categorized into three votes; First are voices in support of the national school closure policy. Second, questioning national policies without prior data. Third, there is concern that families face serious challenges in supporting children learning from home with low facilities and the ability to handle student needs. Therefore, these voices would provide essential insights for further decision-making regarding community school participation in supporting of government in fighting the coronavirus epidemic. Hence, a similar study was needed as additional research evidence that helps the government anticipate the spread of this deadly virus, especially in countries and regions experiencing different impacts.
Keywords: School Closure Policy in Covid-19, Learning from Home Policy, Covid-19
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Yamamura, Eiji, and Yoshiro Tsustsui. "School closures and mental health during the COVID-19 pandemic in Japan." Journal of Population Economics 34, no. 4 (June 8, 2021): 1261–98. http://dx.doi.org/10.1007/s00148-021-00844-3.
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AbstractThe spread of the novel coronavirus disease caused schools in Japan to close to cope with the pandemic. In response to the school closures, parents of students were obliged to care for their children during the daytime, when children usually were at school. Did the increase in the burden of childcare influence parents’ mental health? Based on short panel data from mid-March to mid-April 2020, we explore how school closures influenced the mental health of parents with school-aged children. Using a fixed-effects model, we find that school closures led to mothers of students suffering from worse mental health compared to other females, while the fathers’ mental health did not differ from that of other males. This tendency is only observed for less-educated mothers who had children attending primary school, not for those with children attending junior high school nor for more-educated mothers. The contribution of this paper is showing that school closures increased the inequality of mental health between genders and parents with different educational backgrounds.
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Donohue, Julie M., and Elizabeth Miller. "COVID-19 and School Closures." JAMA 324, no. 9 (September 1, 2020): 845. http://dx.doi.org/10.1001/jama.2020.13092.
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Phipps, Alan. "How to Fight School Closures." British Journal of Education, Society & Behavioural Science 5, no. 2 (January 10, 2015): 98–130. http://dx.doi.org/10.9734/bjesbs/2015/13266.
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Reid, Ellis. "Democracy, Justice, and School Closures." Educational Theory 70, no. 6 (December 2020): 769–83. http://dx.doi.org/10.1111/edth.12453.
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Parolin, Zachary, and Emma K. Lee. "Large socio-economic, geographic and demographic disparities exist in exposure to school closures." Nature Human Behaviour 5, no. 4 (March 18, 2021): 522–28. http://dx.doi.org/10.1038/s41562-021-01087-8.
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AbstractThe coronovirus disease 2019 (COVID-19) pandemic has prompted many school districts to turn to distance or at-home learning. Studies are emerging on the negative effects of distance learning on educational performance, but less is known about the socio-economic, geographic and demographic characteristics of students exposed to distance learning. We introduce a U.S. School Closure and Distance Learning Database that tracks in-person visits across more than 100,000 schools throughout 2020. The database, which we make publicly accessible and update monthly, describes year-over-year change in in-person visits to each school throughout 2020 to estimate whether the school is engaged in distance learning. Our findings reveal that school closures from September to December 2020 were more common in schools with lower third-grade math scores and higher shares of students from racial/ethnic minorities, who experience homelessness, have limited English proficiency and are eligible for free/reduced-price school lunches. The findings portend rising inequalities in learning outcomes.
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Chaabane, Sonia, Sathyanarayanan Doraiswamy, Karima Chaabna, Ravinder Mamtani, and Sohaila Cheema. "The Impact of COVID-19 School Closure on Child and Adolescent Health: A Rapid Systematic Review." Children 8, no. 5 (May 19, 2021): 415. http://dx.doi.org/10.3390/children8050415.
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School closures during pandemics raise important concerns for children and adolescents. Our aim is synthesizing available data on the impact of school closure during the coronavirus disease 2019 (COVID-19) pandemic on child and adolescent health globally. We conducted a rapid systematic review by searching PubMed, Embase, and Google Scholar for any study published between January and September 2020. We included a total of ten primary studies. COVID-19-related school closure was associated with a significant decline in the number of hospital admissions and pediatric emergency department visits. However, a number of children and adolescents lost access to school-based healthcare services, special services for children with disabilities, and nutrition programs. A greater risk of widening educational disparities due to lack of support and resources for remote learning were also reported among poorer families and children with disabilities. School closure also contributed to increased anxiety and loneliness in young people and child stress, sadness, frustration, indiscipline, and hyperactivity. The longer the duration of school closure and reduction of daily physical activity, the higher was the predicted increase of Body Mass Index and childhood obesity prevalence. There is a need to identify children and adolescents at higher risk of learning and mental health impairments and support them during school closures.
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Paakkari, Leena, Didier Jourdan, Jo Inchley, and Minna Torppa. "The Impact of School Closure on Adolescents’ Wellbeing, and Steps towards to a New Normal: The Need for an Assessment Tool Update?" Adolescents 1, no. 3 (September 5, 2021): 360–62. http://dx.doi.org/10.3390/adolescents1030027.
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Close to 200 countries have implemented school closures to decrease the spread of the COVID-19 coronavirus. Though the closures have seemed necessary, their effects on the wellbeing of children and adolescents have raised serious concerns. To truly understand the impact of such disruption on young people’s wellbeing, and their views on how to move towards a new normal, we must adopt different approaches to gather the data to secure children’s and adolescents’ rights to be heard in the issues that concern their lives. Current ways to examine the impacts of school closure have been dominated by gathering information concerning the children and adolescents, using mainly existing wellbeing indicators and related questionnaire surveys. Although such sources of information are important, they provide limited understanding of how children and adolescents have experienced school closures, especially if they have been produced using measures developed purely by adults. There is a need for information produced by children and adolescents themselves, which may require going beyond existing and pre-COVID theoretical wellbeing frameworks. By capturing information produced by children and adolescents, we can more effectively guide the development and evaluation of public health policies and identify solutions to mitigate the negative impacts of school closure, or to acknowledge the possible positive effects, and respond accordingly.
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CHEN, S. L., R. C. LIU, F. M. CHEN, X. X. ZHANG, J. ZHAO, and T. M. CHEN. "Dynamic modelling of strategies for the control of acute haemorrhagic conjunctivitis outbreaks in schools in Changsha, China (2004–2015)." Epidemiology and Infection 145, no. 2 (October 19, 2016): 368–78. http://dx.doi.org/10.1017/s0950268816002338.
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SUMMARYOutbreaks of acute haemorrhagic conjunctivitis (AHC) – a rapidly progressing and highly contagious infection – often occur in schools during summer and autumn. We used dynamic modelling to evaluate the efficacy of interventions to control AHC outbreaks in schools. A susceptible-infected-recovered (SIR) model was built to simulate AHC outbreaks in Chinese schools, with isolation or school closure added into the model. We used outbreak data from the period 2004–2015 in our models to estimate the effective reproduction number and assess the efficacy of interventions. The median effective reproduction number (uncontrolled) of AHC outbreaks was 7·00 (range 1·77–25·87). The median effective reproduction number (controlled) of AHC outbreaks was 0·16 (range 0·00–2·28). Intervention efficacy is affected by the timing of isolation; earlier isolation is associated with a lower morbidity peak and smaller total attack rate (TAR). School closures were not effective; TARs were almost 100% and did not change even when different school closure durations were adopted. Isolation and school closure as a combined intervention strategy was used to simulate outbreak control, but the efficacy was the same as isolation alone. An isolation programme could be an effective primary intervention during AHC outbreaks in schools. However, school closure is not recommended.
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Kirshner, Jean Denison. "School Radio: Finding Innovation in Reaching Remote Learners in Belize." International Journal of Education and Literacy Studies 8, no. 3 (August 12, 2020): 90. http://dx.doi.org/10.7575/aiac.ijels.v.8n.3p.90.
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This case study on Belize educators during the COVID-19 school closures examines the innovative approach the educators of this country took. As many schools across the globe swiftly pivoted to online learning during the COVID-19 school closures, the educators of Belize recognized that digital learning would leave out their marginalized students who did not have internet connectivity. Instead, the educators of Belize drew on the history of their country, using school radio to reach their youngest citizens located in remote locations without internet. This innovative solution, reaching students in villages without internet, required the collaboration of Belize’s teachers and radio broadcasters.
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Grissom, Jason A., and Lara Condon. "Leading Schools and Districts in Times of Crisis." Educational Researcher 50, no. 5 (June 2021): 315–24. http://dx.doi.org/10.3102/0013189x211023112.
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The COVID-19 school closures highlighted the importance of crisis management for school and district leaders. Crisis management, however, has not received sufficient attention from school leadership preparation programs or education leadership researchers. This article synthesizes research spanning schools and other organizations, including those in the private sector, to describe a framework for understanding crises and crisis management in schools and districts and the key competences this literature suggests for successful navigation of crisis situations. We use this framework to discuss leaders’ responses to the COVID-19 school closures in spring 2020. We conclude with an argument for more consciously incorporating crisis management training into both preservice and in-service preparation and support for education leaders and for opening new lines of inquiry into crisis leadership at the school and district levels.
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Ferguson, Maria. "Washington View: Stop blaming teachers for school closures." Phi Delta Kappan 102, no. 8 (April 26, 2021): 62–63. http://dx.doi.org/10.1177/00317217211013942.
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The COVID-19 pandemic laid bare the public’s contradictory views about public education. At the beginning of the pandemic, Maria Ferguson explains, they were lauded as heroes for keeping kids connected after school buildings closed. But when schools were slower to reopen than many parents wanted, they were excoriated for selfishly protecting their own interests. Much of the public’s criticism was leveled at unions, which resisted reopening school buildings if their members could not be protected from the coronavirus. Blaming unions is not new, says Ferguson, but everyone involved in public education is responsible for its outcomes.
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Özer, Mahmut, Hayri Eren Suna, Petek Aşkar, and Zafer Çelik. "The Impact COVID-19 School Closures on Educational Inequalities." Journal of Humanity and Society (insan & toplum) 10, no. 4 (December 2020): 217–46. http://dx.doi.org/10.12658/m0611.
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During the new coronavirus pandemic, schools were closed suddenly in almost every country in the world, and education services continued with the distance education solutions. However, the consequences of the school closures, maintaining education services via distance education and the deprivation of other services provided by schools have not been adequately evaluated. In this study, the effects of school closures and distance education on families and students during the Covid-19 pandemic were reviewed. Parental involvement, physical and technological possessions at home, digital literacy levels of students and parents have become the main factors that determines the efficiency of distance learning during the pandemic. As a result, there is a possibility that inequalities in education will increase more in pandemic. Inequalities in education had an important impact on the unemployment and loss of income, learning loss of students and psychological conditions, reaching healthy nutrition, need for special education, and fragile students. Although distance education was considered as an opportunity to reduce learning loss of students due to school closures during the pandemic, unfortunately it also made possible to increase the inequalities in education during the pandemic period.
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Jackson, Charlotte, Punam Mangtani, Emilia Vynnycky, Katherine Fielding, Aileen Kitching, Huda Mohamed, Anita Roche, and Helen Maguire. "School Closures and Student Contact Patterns." Emerging Infectious Diseases 17, no. 2 (February 2011): 245–47. http://dx.doi.org/10.3201/eid1702.100458.
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The Lancet Child & Adolescent Health. "Pandemic school closures: risks and opportunities." Lancet Child & Adolescent Health 4, no. 5 (May 2020): 341. http://dx.doi.org/10.1016/s2352-4642(20)30105-x.
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The Lancet Diabetes & Endocrinology. "Food for thought during school closures." Lancet Diabetes & Endocrinology 8, no. 11 (November 2020): 869. http://dx.doi.org/10.1016/s2213-8587(20)30346-6.
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Sullivan, Erin, Laura Brey, and Samira Soleimanpour. "School-Based Health Center Operations During the COVID-19 Pandemic: A Preliminary Study." Health Promotion Practice 22, no. 5 (May 18, 2021): 616–21. http://dx.doi.org/10.1177/15248399211016471.
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The coronavirus disease 2019 (COVID-19) pandemic forced schools to close in spring 2020, affecting the ability of school-based health centers (SBHCs) to serve youth and families who relied on their services. This preliminary study aimed to understand the implications of school closures on SBHC operations. Survey data were collected from a convenience sample of representatives from 427 SBHCs, representing approximately one sixth of SBHCs nationwide. When schools closed in spring 2020, 77% of SBHCs closed temporarily, 5% closed permanently, and 12% remained physically open. Telehealth was a crucial strategy used to continue delivering essential services. The percentage reporting any telehealth service offering before and after school closures increased by over 200%. Yet they also reported challenges, including financial and policy restraints. Many SBHCs that closed temporarily did so because their host schools closed, suggesting that making arrangements to remain open if a similar situation to the COVID-19 pandemic should arise might be beneficial. SBHCs are a proven cost-effective model to deliver health care in resource-limited communities. These preliminary study results indicate that SBHCs maintained service delivery following school closures, though many faced challenges. Further research is needed to fully understand the pandemic’s impacts on SBHC service provision and health access and outcomes.
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Weijer, Charles, Karla Hemming, Spencer Phillips Hey, and Holly Fernandez Lynch. "Reopening schools safely in the face of COVID-19: Can cluster randomized trials help?" Clinical Trials 18, no. 3 (January 21, 2021): 371–76. http://dx.doi.org/10.1177/1740774520984860.
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The COVID-19 pandemic has highlighted the challenges of evidence-based health policymaking, as critical precautionary decisions, such as school closures, had to be made urgently on the basis of little evidence. As primary and secondary schools once again close in the face of surging infections, there is an opportunity to rigorously study their reopening. School-aged children appear to be less affected by COVID-19 than adults, yet schools may drive community transmission of the virus. Given the impact of school closures on both education and the economy, schools cannot remain closed indefinitely. But when and how can they be reopened safely? We argue that a cluster randomized trial is a rigorous and ethical way to resolve these uncertainties. We discuss key scientific, ethical, and resource considerations both to inform trial design of school reopenings and to prompt discussion of the merits and feasibility of conducting such a trial.
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Mudwari, Nabaraj, Monica Cuskelly, Carol Murphy, Kim Beasy, and Nirmal Aryal. "Impact of COVID-19 on refugee-background students during school shut down in Australia: A call for action." Teachers and Curriculum 21, no. 1 (July 28, 2021): 71–76. http://dx.doi.org/10.15663/tandc.v21i1.356.
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The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students’ activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing.
Keywords: COVID-19, refugee-background students, education loss, physical, mental and social wellbeing, Australia
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Ryu, Sukhyun, Sheikh Taslim Ali, Benjamin J. Cowling, and Eric H. Y. Lau. "Effects of School Holidays on Seasonal Influenza in South Korea, 2014–2016." Journal of Infectious Diseases 222, no. 5 (April 11, 2020): 832–35. http://dx.doi.org/10.1093/infdis/jiaa179.
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Abstract School closures are considered as a potential nonpharmaceutical intervention to mitigate severe influenza epidemics and pandemics. In this study, we assessed the effects of scheduled school closure on influenza transmission using influenza surveillance data before, during, and after spring breaks in South Korea, 2014–2016. During the spring breaks, influenza transmission was reduced by 27%–39%, while the overall reduction in transmissibility was estimated to be 6%–23%, with greater effects observed among school-aged children.
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Smith, William C. "Consequences of school closure on access to education: Lessons from the 2013–2016 Ebola pandemic." International Review of Education 67, no. 1-2 (April 2021): 53–78. http://dx.doi.org/10.1007/s11159-021-09900-2.
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AbstractThe COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected.
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Roper, Steven D. "The politicization of education: Identity formation in Moldova and Transnistria." Communist and Post-Communist Studies 38, no. 4 (October 25, 2005): 501–14. http://dx.doi.org/10.1016/j.postcomstud.2005.09.003.
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This article examines how education, linguistic and citizenship policies have influenced the development of Moldovan identity and relations with the breakaway region of Transnistria. The article explores the influence of three specific education policies (Russian language instruction, an integrated history course and Romanian language school closures in Transnistria) on the debate concerning Moldovan identity and ultimately Moldovan statehood. The Romanian language school closures in Transnistria demonstrate that education is not only an important agent of identity formation, but also that such crude political tactics as school closures ultimately affect other education policies, reinforce negative stereotypes and make meaningful dialogue impossible. The larger issue than the school closures in Transnistria is whether devolution of authority on issues such as education policy is possible no matter how autonomy is granted.
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Brazil, Noli. "Effects of Public School Closures on Crime: The Case of the 2013 Chicago Mass School Closure." Sociological Science 7 (2020): 128–51. http://dx.doi.org/10.15195/v7.a6.
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Haas, Jessica J. "The Role of the School Nurse in Detecting and Preventing Child Abuse During This Age of Online Education." NASN School Nurse 36, no. 1 (September 24, 2020): 16–19. http://dx.doi.org/10.1177/1942602x20958064.
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Due to collaborative relationships fostered with school staff and the ability to form long-term trusting relationships with students, school nurses are uniquely situated to address the issue of child abuse detection and prevention in this age of online education brought about by coronavirus disease 2019 (COVID-19). School nurses can and should champion the cause of child safety in their schools, even during school closures through the implementation of key nursing interventions such as staff education on detecting child abuse in online environments. School nurses can also protect children by supporting parents who are dealing with great stressors due to the current global pandemic. Providing resources for families, encouraging parental self-care, educating families about online safety, and encouraging family discussion about child abuse all help to prevent abuse and maltreatment of children. When child abuse goes unreported because of school closures, school nurses can bridge the gap and advocate for detection and prevention in online education.
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Silverman, Michael, Robert Sibbald, and Saverio Stranges. "Ethics of COVID-19-related school closures." Canadian Journal of Public Health 111, no. 4 (August 2020): 462–65. http://dx.doi.org/10.17269/s41997-020-00396-1.
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