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Suwarno, Suwarno, and Uswatun Chasanah. "Islamic boarding schools and human rights enforcement transmission of cultural values for disabilities." Jurnal Konseling dan Pendidikan 9, no. 3 (December 1, 2021): 266. http://dx.doi.org/10.29210/165500.
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The inclusive boarding school model is not only a form of embodiment of education that respects diversity and eliminates discrimination. However, it is more critical as a form of application, essence, and religion, the theological substance that teaches the equality of human rights, tolerance, and respect for others in all aspects of life. This research was conducted to know the inclusive boarding school education model initiated by the founder of An-nur Islamic boarding school, Tengku Drs H. Zainal Abidin. The research method used in this study is a type of qualitative research. Data collection techniques using participant observation, namely by way of researchers mingling with the object of research. The research was conducted at the An-nur Islamic Boarding School, Tingkem Asli Village, Bukit District, Bener Meriah Regency, Aceh. The research was conducted from July 2020 to July 2021. The results of this study are that the pesantren model initiated by the founder is an integrated, inclusive boarding school that was officially established in 2010. Inclusive Integration is a pesantren education model that unites regular (typical) students with ABK students (Children with Special Needs) in one Islamic boarding school environment. with an integrated education model, namely the Integration between the concepts of Islamic boarding school education and entrepreneurship with a learning approach that emphasizes emotional and familial. Through this model, Pesantren An-Nur can transmit cultural values for persons with disabilities through the process of enculturation, socialization, acculturation with a Chinatown style building. Cultural transmission is applied to disability in inclusive boarding schools through vertical transmission, oblique transmission, and horizontal transmission. These three cultural transmissions are carried out in the educational process at Islamic boarding schools for 24 hours through theological understanding and translating at the practical level in the form of self-accustoming, exemplary, formal and informal learning, and life skills activities for students in Islamic boarding schools.
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Choe, Young June, Young-Joon Park, Eun-Young Kim, Myoungyoun Jo, Eun Young Cho, Hyunju Lee, Yun-Kyung Kim, Yae-Jean Kim, and Eun Hwa Choi. "SARS-CoV-2 transmission in schools in Korea: nationwide cohort study." Archives of Disease in Childhood 107, no. 3 (December 2, 2021): e20-e20. http://dx.doi.org/10.1136/archdischild-2021-322355.
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ObjectiveThere is an urgent public need to readdress the school closure strategies. We aimed to describe the epidemiology of COVID-19 in schools and school-aged children to understand their roles in transmitting SARS-CoV-2 in Korea.DesignRetrospective cohort study.SettingAll schools in KoreaPatientsAll school-aged children in Korea.InterventionsNone (observational study).Main outcome measuresIncidence rate, proportion of affected schools.ResultsBetween February and December 2020, the incidence rate was lower among school-aged children (63.2–79.8 per 100 000) compared with adults aged 19 and above (130.4 per 100 000). Household was the main route of transmission (62.3%), followed by community (21.3%) and school clusters (7.9%). Among the schools in Korea, 52% of secondary schools had COVID-19 cases, followed by 39% of primary schools and 3% of kindergartens.ConclusionsWe found that schools and school-aged children aged 7–18 years were not the main drivers of COVID-19 transmission. The major sources of transmission were households.
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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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좡, 춘메. "민족 음악학적 시각에 따른 학교 내 ‘루난 5대조’의 전승 방식에 관한 연구." Korean Music Education Society 52, no. 4 (November 30, 2023): 175–88. http://dx.doi.org/10.30775/kmes.52.4.175.
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This study examines the transmission mode of the "The Five Major Tunes of Lunan" in schools from the perspective of ethnomusicology. Using the "Twelve Continuum Transmission Framework" (TCTF) proposed by Huib Schippers in 2010 as the research framework, the researcher conducted semi-structured face-to-face interviews with nine interviewees, including inheritors of the "The Five Major Tunes of Lunan," music teachers of Tancheng County's First Experimental Primary School, teachers from Shandong University of the Arts and School of Music of Linyi University. The interview content mainly involves 11 questions in three fields: issues of context, modes of transmission, and dimensions of interaction. The results show significant differences in the modes of "The Five Major Tunes of Lunan" in school education and folk natural transmission. What worries the researcher is that when traditional music that is naturally inherited in folk is taught in a formal school setting, the risk of unsuccessful transmission will increase. Finally, based on the viewpoint of ethnomusicology that focuses on cultural context, the researcher puts forward suggestions for improving the teaching strategies when "The Five Major Tunes of Lunan" is transmitted in schools.
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Dawson, Patrick, Mary Claire Worrell, Sara Malone, Stephanie A. Fritz, Heather P. McLaughlin, Brock K. Montgomery, Mary Boyle, et al. "Modifications to student quarantine policies in K–12 schools implementing multiple COVID-19 prevention strategies restores in-person education without increasing SARS-CoV-2 transmission risk, January-March 2021." PLOS ONE 17, no. 10 (October 20, 2022): e0266292. http://dx.doi.org/10.1371/journal.pone.0266292.
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Objective To determine whether modified K–12 student quarantine policies that allow some students to continue in-person education during their quarantine period increase schoolwide SARS-CoV-2 transmission risk following the increase in cases in winter 2020–2021. Methods We conducted a prospective cohort study of COVID-19 cases and close contacts among students and staff (n = 65,621) in 103 Missouri public schools. Participants were offered free, saliva-based RT-PCR testing. The projected number of school-based transmission events among untested close contacts was extrapolated from the percentage of events detected among tested asymptomatic close contacts and summed with the number of detected events for a projected total. An adjusted Cox regression model compared hazard rates of school-based SARS-CoV-2 infections between schools with a modified versus standard quarantine policy. Results From January–March 2021, a projected 23 (1%) school-based transmission events occurred among 1,636 school close contacts. There was no difference in the adjusted hazard rates of school-based SARS-CoV-2 infections between schools with a modified versus standard quarantine policy (hazard ratio = 1.00; 95% confidence interval: 0.97–1.03). Discussion School-based SARS-CoV-2 transmission was rare in 103 K–12 schools implementing multiple COVID-19 prevention strategies. Modified student quarantine policies were not associated with increased school incidence of COVID-19. Modifications to student quarantine policies may be a useful strategy for K–12 schools to safely reduce disruptions to in-person education during times of increased COVID-19 community incidence.
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Nelson, Sandra B., Caitlin M. Dugdale, Isaac Ravi Brenner, Allison Crawford, Alyssa Bilinski, Duru Cosar, Nira R. Pollock, and Andrea Ciaranello. "Prevalence and Risk Factors for School-Associated Transmission of SARS-CoV-2." JAMA Health Forum 4, no. 8 (August 4, 2023): e232310. http://dx.doi.org/10.1001/jamahealthforum.2023.2310.
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ImportanceSchool-associated SARS-CoV-2 transmission is described as uncommon, although the true transmission rate is unknown.ObjectiveTo identify the SARS-CoV-2 secondary attack rate (SAR) in schools and factors associated with transmission.Design, Setting, and ParticipantsThis cohort study examined the risk of school-based transmission of SARS-CoV-2 among kindergarten through grade 12 students and staff in 10 Massachusetts school districts during 2 periods: fall 2020/spring 2021 (F20/S21) and fall 2021 (F21). School staff collected data on SARS-CoV-2 index cases and school-based contacts, and SAR was defined as the proportion of contacts acquiring SARS-CoV-2 infection.ExposureSARS-CoV-2.Main Outcomes and MeasuresPotential factors associated with transmission, including grade level, masking, exposure location, vaccination history, and Social Vulnerability Index (SVI), were analyzed using univariable and multivariable logistic regression models.ResultsFor F20/S21, 8 school districts (70 schools, >33 000 students) were included and reported 435 index cases (151 staff, 216 students, and 68 missing role) with 1771 school-based contacts (278 staff, 1492 students, and 1 missing role). For F21, 5 districts (34 schools, >18 000 students) participated and reported 309 index cases (37 staff, 207 students, and 65 missing role) with 1673 school-based contacts (107 staff and 1566 students). The F20/S21 SAR was 2.2% (lower bound, 1.6%; upper bound, 26.7%), and the F21 SAR was 2.8% (lower bound, 2.6%; upper bound, 7.4%). In multivariable analysis, during F20/S21, masking was associated with a lower odds of transmission compared with not masking (odds radio [OR], 0.12; 95% CI, 0.04-0.40; P < .001). In F21, classroom exposure vs out-of-classroom exposure was associated with increased odds of transmission (OR, 2.47; 95% CI, 1.07-5.66; P = .02); a fully vaccinated vs unvaccinated contact was associated with a lower odds of transmission (OR, 0.04; 95% CI, 0.00-0.62; P < .001). In both periods, a higher SVI was associated with a greater odds of transmission.Conclusions and RelevanceIn this study of Massachusetts schools, the SAR for SARS-CoV-2 among school-based contacts was low during 2 periods, and factors associated with transmission risk varied over time. These findings suggest that ongoing surveillance efforts may be essential to ensure that both targeted resources and mitigation practices remain optimal and relevant for disease prevention.
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El Jaouhari, Maryem, Rojiemiahd Edjoc, Lisa Waddell, Patricia Houston, Nicole Atchessi, Megan Striha, and Samuel Bonti-Ankomah. "Impact of school closures and re-openings on COVID-19 transmission." Canada Communicable Disease Report 47, no. 12 (December 9, 2021): 515–23. http://dx.doi.org/10.14745/ccdr.v47i12a02.
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Background: Globally, the education of students at primary and secondary schools has been severely disrupted by the implementation of school closures to reduce the spread of coronavirus disease 2019 (COVID-19). The effectiveness of school closures in reducing transmission of COVID-19 and the impact of re-opening schools are unclear. Methods: Research criteria for this rapid review included empirical studies, published or pre-published worldwide before January 25, 2021, that assessed the effectiveness of school closures in reducing the spread of COVID-19 and the impact of school re-openings on COVID-19 transmission. Results: Twenty-four studies on the impact of school closures and re-openings on COVID-19 transmission were identified through the seven databases that were searched. Overall the evidence from these studies was mixed and varied due to several factors such as the time of implementation of public health measures, research design of included studies and variability among the levels of schooling examined. Conclusion: Preliminary findings suggest that school closures have limited impact on reducing COVID-19 transmission, with other non-pharmaceutical interventions considered much more effective. However, due to the limitations of the studies, further research is needed to support the use of this public health measure in response to the COVID-19 pandemic.
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Horwitz, Sarah McCue, Lorraine V. Klerman, H. Sung Kuo, and James F. Jekel. "Intergenerational Transmission of School-Age Parenthood." Family Planning Perspectives 23, no. 4 (July 1991): 168. http://dx.doi.org/10.2307/2135740.
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Koonin, Lisa M., and Martin S. Cetron. "School Closure to Reduce Influenza Transmission." Emerging Infectious Diseases 15, no. 1 (January 2009): 137–38. http://dx.doi.org/10.3201/eid1501.081289.
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Cowling, Benjamin J., Eric H. Y. Lau, and Gabriel M. Leung. "School Closure to Reduce Influenza Transmission." Emerging Infectious Diseases 15, no. 1 (January 2009): 138. http://dx.doi.org/10.3201/eid1501.081407.
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Wall, R., J. Wilson, B. MacArdle, and Z. Vellani. "Meningococcal infection: Evidence for school transmission." Journal of Infection 23, no. 2 (September 1991): 155–59. http://dx.doi.org/10.1016/0163-4453(91)92074-f.
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Llupià, Anna, Alícia Borràs-Santos, Caterina Guinovart, Mireia Utzet, David Moriña, and Joaquim Puig. "SARS-CoV-2 transmission in students of public schools of Catalonia (Spain) after a month of reopening." PLOS ONE 16, no. 5 (May 12, 2021): e0251593. http://dx.doi.org/10.1371/journal.pone.0251593.
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Introduction SARS-CoV-2 transmission within schools and its contribution to community transmission are still a matter of debate. Methods A retrospective cohort study in all public schools in Catalonia was conducted using publicly available data assessing the association between the number of reported SARS-CoV-2 cases among students and staff in weeks 1–2 (Sept 14-27th, 2020) of the academic year with school SARS-CoV-2 incidence among students in weeks 4–5. A multilevel Poisson regression model adjusted for the community incidence in the corresponding basic health area (BHA) and the type of school (primary or secondary), with random effects at the sanitary region and BHA levels, was performed. Results A total of 2184 public schools opened on September 14th with 778,715 students. Multivariate analysis showed a significant association between the total number of SARS-CoV-2 cases in a centre in weeks 1–2 and the SARS-CoV-2 school incidence among students in weeks 4–5 (Risk Ratio (RR) 1.074, 95% CI 1.044–1.105, p-value <0.001). The adjusted BHA incidence in the first two weeks was associated with school incidence in weeks 4–5 (RR 1.002, 95% CI 1.002–1.003, p-value <0.001). Secondary schools showed an increased incidence in weeks 4 and 5 (RR primary vs secondary 1.709 95% CI 1.599–1.897, p-value <0.001). Conclusions Safety measures adopted by schools were not enough to stop related-to-school transmission in students and could be improved. The safest way to keep schools open is to reduce community transmission down to a minimum.
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Maya, Sigal, Ryan McCorvie, Kathleen Jacobson, Priya B. Shete, Naomi Bardach, and James G. Kahn. "COVID-19 Testing Strategies for K-12 Schools in California: A Cost-Effectiveness Analysis." International Journal of Environmental Research and Public Health 19, no. 15 (July 30, 2022): 9371. http://dx.doi.org/10.3390/ijerph19159371.
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Public health officials must provide guidance on operating schools safely during the COVID-19 pandemic. Using data from April–December 2021, we conducted a cost-effectiveness analysis to assess six screening strategies for schools using SARS-CoV-2 antigen and PCR tests and varying screening frequencies for 1000 individuals. We estimated secondary infections averted, quality-adjusted life years (QALYs), cost per QALY gained, and unnecessary school days missed per infection averted. We conducted sensitivity analyses for the more transmissible Omicron variant. Weekly antigen testing with PCR follow-up for positives was the most cost-effective option given moderate transmission, adding 0.035 QALYs at a cost of USD 320,000 per QALY gained in the base case (Reff = 1.1, prevalence = 0.2%). This strategy had the fewest needlessly missed school days (ten) per secondary infection averted. During widespread community transmission with Omicron (Reff = 1.5, prevalence = 5.8%), twice weekly antigen testing with PCR follow-up led to 2.02 QALYs gained compared to no test and cost the least (USD 187,300), with 0.5 needlessly missed schooldays per infection averted. In periods of moderate community transmission, weekly antigen testing with PCR follow up can help reduce transmission in schools with minimal unnecessary days of school missed. During widespread community transmission, twice weekly antigen screening with PCR confirmation is the most cost-effective and efficient strategy. Schools may benefit from resources to implement routine asymptomatic testing during surges; benefits decline as community transmission declines.
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CALATAYUD, L., S. KURKELA, P. E. NEAVE, A. BROCK, S. PERKINS, M. ZUCKERMAN, M. SUDHANVA, et al. "Pandemic (H1N1) 2009 virus outbreak in a school in London, April–May 2009: an observational study." Epidemiology and Infection 138, no. 2 (November 20, 2009): 183–91. http://dx.doi.org/10.1017/s0950268809991191.
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SUMMARYOn 29 April 2009, an imported case of pandemic (H1N1) 2009 virus infection was detected in a London school. As further cases, pupils and staff members were identified, school closure and mass prophylaxis were implemented. An observational descriptive study was conducted to provide an insight into the clinical presentation and transmission dynamics in this setting. Between 15 April and 15 May 2009, 91 symptomatic cases were identified: 33 were confirmed positive for pandemic (H1N1) 2009 virus infection; 57 were tested negative; in one the results were unavailable. Transmission occurred first within the school, and subsequently outside. Attack rates were 2% in pupils (15% in the 11–12 years age group) and 17% in household contacts. The predominant symptoms were fever (97%), respiratory symptoms (91%), and sore throat (79%). Limited spread in the school may have been due to a combination of school closure and mass prophylaxis. However, transmission continued through household contacts to other schools.
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Toth, Damon J. A., Molly Leecaster, Warren B. P. Pettey, Adi V. Gundlapalli, Hongjiang Gao, Jeanette J. Rainey, Amra Uzicanin, and Matthew H. Samore. "The role of heterogeneity in contact timing and duration in network models of influenza spread in schools." Journal of The Royal Society Interface 12, no. 108 (July 2015): 20150279. http://dx.doi.org/10.1098/rsif.2015.0279.
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Influenza poses a significant health threat to children, and schools may play a critical role in community outbreaks. Mathematical outbreak models require assumptions about contact rates and patterns among students, but the level of temporal granularity required to produce reliable results is unclear. We collected objective contact data from students aged 5–14 at an elementary school and middle school in the state of Utah, USA, and paired those data with a novel, data-based model of influenza transmission in schools. Our simulations produced within-school transmission averages consistent with published estimates. We compared simulated outbreaks over the full resolution dynamic network with simulations on networks with averaged representations of contact timing and duration. For both schools, averaging the timing of contacts over one or two school days caused average outbreak sizes to increase by 1–8%. Averaging both contact timing and pairwise contact durations caused average outbreak sizes to increase by 10% at the middle school and 72% at the elementary school. Averaging contact durations separately across within-class and between-class contacts reduced the increase for the elementary school to 5%. Thus, the effect of ignoring details about contact timing and duration in school contact networks on outbreak size modelling can vary across different schools.
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Tupper, Paul, and Caroline Colijn. "COVID-19 in schools: Mitigating classroom clusters in the context of variable transmission." PLOS Computational Biology 17, no. 7 (July 8, 2021): e1009120. http://dx.doi.org/10.1371/journal.pcbi.1009120.
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Widespread school closures occurred during the COVID-19 pandemic. Because closures are costly and damaging, many jurisdictions have since reopened schools with control measures in place. Early evidence indicated that schools were low risk and children were unlikely to be very infectious, but it is becoming clear that children and youth can acquire and transmit COVID-19 in school settings and that transmission clusters and outbreaks can be large. We describe the contrasting literature on school transmission, and argue that the apparent discrepancy can be reconciled by heterogeneity, or “overdispersion” in transmission, with many exposures yielding little to no risk of onward transmission, but some unfortunate exposures causing sizeable onward transmission. In addition, respiratory viral loads are as high in children and youth as in adults, pre- and asymptomatic transmission occur, and the possibility of aerosol transmission has been established. We use a stochastic individual-based model to find the implications of these combined observations for cluster sizes and control measures. We consider both individual and environment/activity contributions to the transmission rate, as both are known to contribute to variability in transmission. We find that even small heterogeneities in these contributions result in highly variable transmission cluster sizes in the classroom setting, with clusters ranging from 1 to 20 individuals in a class of 25. None of the mitigation protocols we modeled, initiated by a positive test in a symptomatic individual, are able to prevent large transmission clusters unless the transmission rate is low (in which case large clusters do not occur in any case). Among the measures we modeled, only rapid universal monitoring (for example by regular, onsite, pooled testing) accomplished this prevention. We suggest approaches and the rationale for mitigating these larger clusters, even if they are expected to be rare.
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Sarfraz, Azza, Zouina Sarfraz, Donald Hathaway III, Sarabjot Singh Makkar, Trissa Paul, Alanna Barrios, Muzna Sarfraz, et al. "Safely opening schools: artificial intelligence techniques to control transmission of COVID-19." International Journal Of Community Medicine And Public Health 8, no. 2 (January 27, 2021): 867. http://dx.doi.org/10.18203/2394-6040.ijcmph20210029.
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Artificial intelligence techniques and similar digital technologies are promising applications for surveillance systems, contact tracing, and pandemic planning amid the COVID-19 pandemic. With no long-term effective treatment or vaccinations available, it is highly important to scale intelligence solutions to promote detection, school-level screening, monitoring, reducing burden of staff, and prediction potential COVID-19 outbreaks at schools. The objectives of this paper were to present the artificial intelligence for safely opening schools model, and build a solidifying analysis of current literature for applications of the system. The applications are imminent to promoting school health by maximizing the potential of AI technologies. While the AISOS model is not a silver bullet, the improvement in school transmission will be particularly useful as an emergent temporary, potentially permanent, measure of transmission control and monitoring.
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Frère, Julie, Olga Chatzis, Kelly Cremer, Joanna Merckx, Mathilde De Keukeleire, Florence Renard, Nathalie Ribesse, et al. "SARS-CoV-2 Transmission in Belgian French-Speaking Primary Schools: An Epidemiological Pilot Study." Viruses 14, no. 10 (October 6, 2022): 2199. http://dx.doi.org/10.3390/v14102199.
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Schools have been a point of attention during the pandemic, and their closure one of the mitigating measures taken. A better understanding of the dynamics of the transmission of SARS-CoV-2 in elementary education is essential to advise decisionmakers. We conducted an uncontrolled non-interventional prospective study in Belgian French-speaking schools to describe the role of attending asymptomatic children and school staff in the spread of COVID-19 and to estimate the transmission to others. Each participant from selected schools was tested for SARS-CoV-2 using a polymerase chain reaction (PCR) analysis on saliva sample, on a weekly basis, during six consecutive visits. In accordance with recommendations in force at the time, symptomatic individuals were excluded from school, but per the study protocol, being that participants were blinded to PCR results, asymptomatic participants were maintained at school. Among 11 selected schools, 932 pupils and 242 school staff were included between January and May 2021. Overall, 6449 saliva samples were collected, of which 44 came back positive. Most positive samples came from isolated cases. We observed that asymptomatic positive children remaining at school did not lead to increasing numbers of cases or clusters. However, we conducted our study during a period of low prevalence in Belgium. It would be interesting to conduct the same analysis during a high prevalence period.
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Washko, Rita, Errol Robinson, Laura J. Fehrs, and Thomas R. Frieden. "Tuberculosis Transmission in a High School Choir." Journal of School Health 68, no. 6 (August 1998): 256–59. http://dx.doi.org/10.1111/j.1746-1561.1998.tb06351.x.
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Thomas, William B., and Kevin J. Moran. "School Knowledge Transmission and Expatriate Publishing Houses." Collection Management 15, no. 1-2 (August 7, 1992): 233–41. http://dx.doi.org/10.1300/j105v15n01_25.
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Diehl, Monika. "From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device." Journal of Educational Issues 2, no. 1 (January 19, 2016): 36. http://dx.doi.org/10.5296/jei.v2i1.8748.
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<p>This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences. <strong></strong></p>
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Rypdal, Martin, Veronika Rypdal, Per Kristen Jakobsen, Elinor Ytterstad, Ola Løvsletten, Claus Klingenberg, and Kristoffer Rypdal. "Modelling suggests limited change in the reproduction number from reopening Norwegian kindergartens and schools during the COVID-19 pandemic." PLOS ONE 16, no. 2 (February 25, 2021): e0238268. http://dx.doi.org/10.1371/journal.pone.0238268.
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Background To suppress the COVID-19 outbreak, the Norwegian government closed all schools on March 13, 2020. The kindergartens reopened on April 20, and the schools on April 27 and May 11 of 2020. The effect of these measures is largely unknown since the role of children in the spread of the SARS-CoV-2 virus is still unclear. There are only a few studies of school closures as a separate intervention to other social distancing measures, and little research exists on the effect of school opening during a pandemic. Objective This study aimed to model the effect of opening kindergartens and the schools in Norway in terms of a change in the reproduction number (R). A secondary objective was to assess if we can use the estimated R after school openings to infer the rates of transmission between children in schools. Methods We used an individual-based model (IBM) to assess the reopening of kindergartens and schools in two Norwegian cities, Oslo, the Norwegian capital, with a population of approximately 680 000, and Tromsø, which is the largest city in Northern Norway, with a population of approximately 75 000. The model uses demographic information and detailed data about the schools in both cities. We carried out an ensemble study to obtain robust results in spite of the considerable uncertainty that remains about the transmission of SARS-CoV-2. Results We found that reopening of Norwegian kindergartens and schools are associated with a change in R of 0.10 (95%CI 0.04–0.16) and 0.14 (95%CI 0.01–0.25) in the two cities under investigation if the in-school transmission rates for the SARS-CoV-2 virus are equal to what has previously been estimated for influenza pandemics. Conclusion We found only a limited effect of reopening schools on the reproduction number, and we expect the same to hold true in other countries where nonpharmaceutical interventions have suppressed the pandemic. Consequently, current R-estimates are insufficiently accurate for determining the transmission rates in schools. For countries that have closed schools, planned interventions, such as the opening of selected schools, can be useful to infer general knowledge about children-to-children transmission of SARS-CoV-2.
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Blair, K. D. "School Social Work, the Transmission of Culture, and Gender Roles in Schools." Children & Schools 24, no. 1 (January 1, 2002): 21–33. http://dx.doi.org/10.1093/cs/24.1.21.
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Stage, Helena B., Joseph Shingleton, Sanmitra Ghosh, Francesca Scarabel, Lorenzo Pellis, and Thomas Finnie. "Shut and re-open: the role of schools in the spread of COVID-19 in Europe." Philosophical Transactions of the Royal Society B: Biological Sciences 376, no. 1829 (May 31, 2021): 20200277. http://dx.doi.org/10.1098/rstb.2020.0277.
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We investigate the effect of school closure and subsequent reopening on the transmission of COVID-19, by considering Denmark, Norway, Sweden and German states as case studies. By comparing the growth rates in daily hospitalizations or confirmed cases under different interventions, we provide evidence that school closures contribute to a reduction in the growth rate approximately 7 days after implementation. Limited school attendance, such as older students sitting exams or the partial return of younger year groups, does not appear to significantly affect community transmission. In countries where community transmission is generally low, such as Denmark or Norway, a large-scale reopening of schools while controlling or suppressing the epidemic appears feasible. However, school reopening can contribute to statistically significant increases in the growth rate in countries like Germany, where community transmission is relatively high. In all regions, a combination of low classroom occupancy and robust test-and-trace measures were in place. Our findings underscore the need for a cautious evaluation of reopening strategies. This article is part of the theme issue ‘Modelling that shaped the early COVID-19 pandemic response in the UK’.
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van Beek, Janko, Gwen Teesing, Bas B. Oude Munnink, Abraham Meima, Henrike J. Vriend, Jessica Elzakkers, Miranda de Graaf, et al. "Population-based screening in a municipality after a primary school outbreak of the SARS-CoV-2 Alpha variant, the Netherlands, December 2020–February 2021." PLOS ONE 17, no. 10 (October 27, 2022): e0276696. http://dx.doi.org/10.1371/journal.pone.0276696.
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An outbreak of SARS-CoV-2 Alpha variant (Pango lineage B.1.1.7) was detected at a primary school (School X) in Lansingerland, the Netherlands, in December 2020. The outbreak was studied retrospectively, and population-based screening was used to assess the extent of virus circulation and decelerate transmission. Cases were SARS-CoV-2 laboratory confirmed and were residents of Lansingerland (November 16th 2020 until February 22th 2021), or had an epidemiological link with School X or neighbouring schools. The SARS-CoV-2 variant was determined using variant PCR or whole genome sequencing. A questionnaire primarily assessed clinical symptoms. A total of 77 Alpha variant cases were found with an epidemiological link to School X, 16 Alpha variant cases linked to the neighbouring schools, and 146 Alpha variant cases among residents of Lansingerland without a link to the schools. The mean number of self-reported symptoms was not significantly different among Alpha variant infected individuals compared to non-Alpha infected individuals. The secondary attack rate (SAR) among Alpha variant exposed individuals in households was 52% higher compared to non-Alpha variant exposed individuals (p = 0.010), with the mean household age, and mean number of children and adults per household as confounders. Sequence analysis of 60 Alpha variant sequences obtained from cases confirmed virus transmission between School X and neighbouring schools, and showed that multiple introductions of the Alpha variant had already taken place in Lansingerland at the time of the study. The alpha variant caused a large outbreak at both locations of School X, and subsequently spread to neighbouring schools, and households. Population-based screening (together with other public health measures) nearly stopped transmission of the outbreak strain, but did not prevent variant replacement in the Lansingerland municipality.
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Becker, Alexander D., Ruthie B. Birger, Aude Teillant, Paul A. Gastanaduy, Gregory S. Wallace, and Bryan T. Grenfell. "Estimating enhanced prevaccination measles transmission hotspots in the context of cross-scale dynamics." Proceedings of the National Academy of Sciences 113, no. 51 (November 21, 2016): 14595–600. http://dx.doi.org/10.1073/pnas.1604976113.
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A key question in clarifying human–environment interactions is how dynamic complexity develops across integrative scales from molecular to population and global levels. Apart from its public health importance, measles is an excellent test bed for such an analysis. Simple mechanistic models have successfully illuminated measles dynamics at the city and country levels, revealing seasonal forcing of transmission as a major driver of long-term epidemic behavior. Seasonal forcing ties closely to patterns of school aggregation at the individual and community levels, but there are few explicit estimates of school transmission due to the relative lack of epidemic data at this scale. Here, we use data from a 1904 measles outbreak in schools in Woolwich, London, coupled with a stochastic Susceptible-Infected-Recovered model to analyze measles incidence data. Our results indicate that transmission within schools and age classes is higher than previous population-level serological data would suggest. This analysis sheds quantitative light on the role of school-aged children in measles cross-scale dynamics, as we illustrate with references to the contemporary vaccination landscape.
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Birch, David A., Lisa K. Angermeier, and Dawn K. Gentsch. "HIV Prevention Education for Students with Mental Retardation." Rural Special Education Quarterly 21, no. 3 (September 2002): 15–20. http://dx.doi.org/10.1177/875687050202100304.
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The purposes of this study were to determine the level of implementation of HIV prevention for students with mental retardation in rural schools in Indiana, identify barriers and supporting factors related to program implementation and identify staff development needs. Telephone interviews were conducted with 19 directors of rural special education cooperatives in Indiana. The school districts served by these 19 cooperatives represented 65.5% of the rural school districts in Indiana. The directors reported that instruction about methods of HIV transmission and skills for prevention of HIV varies among both school districts and schools within districts. Transmission of HIV and prevention skills were more likely to be taught to students with mild mental retardation than those with moderate or severe mental retardation. Five specific barriers to instruction were identified along with staff development and resource needs for special educators. Factors supporting instruction included the directors' perception of the importance of HIV prevention education and the involvement of school nurses.
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Susanto, Akhiyan Hadi, Rahma Micho, Shila Wisnasari, Nurona Azizah, and Rustiana Tasya Ariningpraja. "GENERA-Z TANGGUH; GEN-Z OF PRIMAGANDA JOMBANG HIGH SCHOOL EMPOWERMENT TOWARDS HANDLING OF COVID-19 IN THE SCHOOL WITH PREVENTIVE AND 4T (TRACING, TEXTING, TESTING, TREATMENT) EFFORT." Caring Jurnal Pengabdian Masyarakat 2, no. 2 (August 27, 2022): 1–9. http://dx.doi.org/10.21776/ub.caringjpm.2022.002.02.1.
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The government has started to require limited face-to-face learning starting in July 2021. Until now, cases of Covid-19 transmission are still being reported. Primaganda High School, Jombang is one of the high schools in Jombang within the Pondok Pesantren environment with moderate exposure to Covid-19 transmission. The risk of transmission during face-to-face learning will be quite high, so there is a need for an integrated management of COVID-19 handling based on proper human resource empowerment. The purpose of community service is to increase empowerment through training. The integrated training was provided for 2 months involving 46 students (referred to as “Genera-Z Tangguh”) as initial movers. Empowerment focuses on preventing the transmission of Covid-19 (education and application of health protocols), and 4T (tracing, texting, testing, treatment) by utilizing digital applications. Activity results include, 1) An increase in the knowledge of Tangguh Genera-Z members about the application of health protocols in schools with an average score of 90 (pre-test mean 30), 2) An increase in knowledge of Tangguh Genera-Z members about 4T cases of Covid-19 with an average post-test score of 70 (pre-test mean 30), 3) The establishment of an integrated Covid-19 handling system related to reporting management and handling of related parties at Primaganda High School Jombang. It can be concluded that this activity is one of the important student social activities and needs to be an example for its application in other schools, to prevent the spread of Covid-19 in the school environment.
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Samosir, Kholilah. "Pelatihan dan Pendampingan Jumantik Dalam Upaya Pencegahan DBD pada Siswa SMPN 12 Kota Tanjungpinang." Jurnal Salam Sehat Masyarakat (JSSM) 3, no. 2 (June 17, 2022): 37–46. http://dx.doi.org/10.22437/jssm.v3i2.17889.
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Pinang Kencana Village is an area that is prone to dengue fever with a population of 47,509 people. In 2017 the Pinang Kencana Village occupied the highest dengue cases as many as 52 people. Every year, Pinang Kencana Village is an area that has the highest dengue cases. This is partly influenced by the behavior that often accommodates clean water during the rainy season and in the summer and is also added to the clean water reservoir in the Pinang Kencana sub-district school that does not have a lid so that it can cause the development of Aedes Sp mosquitoes. DHF transmission does not only occur in the neighborhood, but also in schools. Schools are one of the potential places that can be a breeding ground for Aedes mosquitoes, so they can become places for dengue transmission. Places that can be a breeding ground for mosquitoes in schools include water reservoirs, school toilets, flower pots, etc. And the school is also a place where a group of people gather on a regular basis which takes place almost every day, so that it becomes one of the priority places for periodic monitoring of the presence of larvae so that they do not become a source of dengue transmission.
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Zhang, Juanjuan, Maria Litvinova, Yuxia Liang, Wen Zheng, Huilin Shi, Alessandro Vespignani, Cecile Viboud, Marco Ajelli, and Hongjie Yu. "The impact of relaxing interventions on human contact patterns and SARS-CoV-2 transmission in China." Science Advances 7, no. 19 (May 2021): eabe2584. http://dx.doi.org/10.1126/sciadv.abe2584.
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Nonpharmaceutical interventions to control SARS-CoV-2 spread have been implemented with different intensity, timing, and impact on transmission. As a result, post-lockdown COVID-19 dynamics are heterogeneous and difficult to interpret. We describe a set of contact surveys performed in four Chinese cities (Wuhan, Shanghai, Shenzhen, and Changsha) during the pre-pandemic, lockdown and post-lockdown periods to quantify changes in contact patterns. In the post-lockdown period, the mean number of contacts increased by 5 to 17% as compared to the lockdown period. However, it remains three to seven times lower than its pre-pandemic level sufficient to control SARS-CoV-2 transmission. We find that the impact of school interventions depends nonlinearly on the intensity of other activities. When most community activities are halted, school closure leads to a 77% decrease in the reproduction number; in contrast, when social mixing outside of schools is at pre-pandemic level, school closure leads to a 5% reduction in transmission.
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Tseng, Yi-Ju, Karen L. Olson, Danielle Bloch, and Kenneth D. Mandl. "Smart Thermometer–Based Participatory Surveillance to Discern the Role of Children in Household Viral Transmission During the COVID-19 Pandemic." JAMA Network Open 6, no. 6 (June 1, 2023): e2316190. http://dx.doi.org/10.1001/jamanetworkopen.2023.16190.
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ImportanceChildren’s role in spreading virus during the COVID-19 pandemic is yet to be elucidated, and measuring household transmission traditionally requires contact tracing.ObjectiveTo discern children’s role in household viral transmission during the pandemic when enveloped viruses were at historic lows and the predominance of viral illnesses were attributed to COVID-19.Design, Setting, and ParticipantsThis cohort study of a voluntary US cohort tracked data from participatory surveillance using commercially available thermometers with a companion smartphone app from October 2019 to October 2022. Eligible participants were individuals with temperature measurements in households with multiple members between October 2019 and October 2022 who opted into data sharing.Main Outcomes and MeasuresProportion of household transmissions with a pediatric index case and changes in transmissions during school breaks were assessed using app and thermometer data.ResultsA total of 862 577 individuals from 320 073 households with multiple participants (462 000 female [53.6%] and 463 368 adults [53.7%]) were included. The number of febrile episodes forecast new COVID-19 cases. Within-household transmission was inferred in 54 506 (15.4%) febrile episodes and increased from the fourth pandemic period, March to July 2021 (3263 of 32 294 [10.1%]) to the Omicron BA.1/BA.2 wave (16 516 of 94 316 [17.5%]; P &lt; .001). Among 38 787 transmissions in 166 170 households with adults and children, a median (IQR) 70.4% (61.4%-77.6%) had a pediatric index case; proportions fluctuated weekly from 36.9% to 84.6%. A pediatric index case was 0.6 to 0.8 times less frequent during typical school breaks. The winter break decrease was from 68.4% (95% CI, 57.1%-77.8%) to 41.7% (95% CI, 34.3%-49.5%) at the end of 2020 (P &lt; .001). At the beginning of 2022, it dropped from 80.3% (95% CI, 75.1%-84.6%) to 54.5% (95% CI, 51.3%-57.7%) (P &lt; .001). During summer breaks, rates dropped from 81.4% (95% CI, 74.0%-87.1%) to 62.5% (95% CI, 56.3%-68.3%) by August 2021 (P = .02) and from 83.8% (95% CI, 79.2%-87.5) to 62.8% (95% CI, 57.1%-68.1%) by July 2022 (P &lt; .001). These patterns persisted over 2 school years.Conclusions and RelevanceIn this cohort study using participatory surveillance to measure within-household transmission at a national scale, we discerned an important role for children in the spread of viral infection within households during the COVID-19 pandemic, heightened when schools were in session, supporting a role for school attendance in COVID-19 spread.
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Conlan, A. J. K., K. T. D. Eames, J. A. Gage, J. C. von Kirchbach, J. V. Ross, R. A. Saenz, and J. R. Gog. "Measuring social networks in British primary schools through scientific engagement." Proceedings of the Royal Society B: Biological Sciences 278, no. 1711 (November 3, 2010): 1467–75. http://dx.doi.org/10.1098/rspb.2010.1807.
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Primary schools constitute a key risk group for the transmission of infectious diseases, concentrating great numbers of immunologically naive individuals at high densities. Despite this, very little is known about the social patterns of mixing within a school, which are likely to contribute to disease transmission. In this study, we present a novel approach where scientific engagement was used as a tool to access school populations and measure social networks between young (4–11 years) children. By embedding our research project within enrichment activities to older secondary school (13–15) children, we could exploit the existing links between schools to achieve a high response rate for our study population (around 90% in most schools). Social contacts of primary school children were measured through self-reporting based on a questionnaire design, and analysed using the techniques of social network analysis. We find evidence of marked social structure and gender assortativity within and between classrooms in the same school. These patterns have been previously reported in smaller studies, but to our knowledge no study has attempted to exhaustively sample entire school populations. Our innovative approach facilitates access to a vitally important (but difficult to sample) epidemiological sub-group. It provides a model whereby scientific communication can be used to enhance, rather than merely complement, the outcomes of research.
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Patterson, Kaitlin, Erin McGill, Demy Dam, Anna Bellos, Cameron Mark Coulby, and Rachel McCormick. "Characterising COVID-19 school and childcare outbreaks in Canada in 2021: a surveillance study." BMJ Public Health 2, no. 1 (January 2024): e000248. http://dx.doi.org/10.1136/bmjph-2023-000248.
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BackgroundIn January 2021, the Public Health Agency of Canada launched the Canadian COVID-19 Outbreak Surveillance System to monitor outbreaks by setting. Schools and childcare centres were identified as settings of interest, as children play a key role in the transmission chain of other respiratory illnesses. This paper describes outbreak trends observed in school and childcare settings from January to December 2021 when many public health measures were in place.MethodsSchool and childcare outbreak data from five jurisdictions were included, representing 76% of the total Canadian population. Epidemiological curves were generated, trends in outbreak settings and cases’ age distribution over time were examined and descriptive statistics on outbreak size were calculated.ResultsIn 2021, most school and childcare outbreaks were in primary schools (42%). Severity was low in school and childcare settings (0.40% of outbreak cases hospitalised, <0.01% of outbreak cases deceased). Most school and childcare outbreaks reported fewer than 10 cases per outbreak. During the start of the 2021–2022 school year (September 2021), there were fewer outbreaks in secondary schools and fewer cases among those aged 12+ years compared with January–June of 2021.ConclusionDuring the study period, there was no observed association between an increase in school and childcare outbreaks and an increase in incidence rates in community case data. Children remain a population of interest for SARS-CoV-2; however, severity in paediatric populations remained low throughout 2021 and the risk of transmission in Canadian schools was low.
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Klinkenberg, Don, Susan J. M. Hahné, Tom Woudenberg, and Jacco Wallinga. "The Reduction of Measles Transmission During School Vacations." Epidemiology 29, no. 4 (July 2018): 562–70. http://dx.doi.org/10.1097/ede.0000000000000841.
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Repp, Reinald, Constanze Seuchter, Barbara Breitbach, Fritz Lampert, and WolframH Gerlich. "Risk of hepatitis B virus transmission in school." Lancet 344, no. 8927 (October 1994): 961–62. http://dx.doi.org/10.1016/s0140-6736(94)92320-5.
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McBride, J. "Introducing Transmission Electron Microscopy to High School Students." Microscopy and Microanalysis 17, S2 (July 2011): 368–69. http://dx.doi.org/10.1017/s1431927611002716.
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Onyango, Monica A., Houda Chergui, Lora L. Sabin, Lisa J. Messersmith, Natalya Sarkisova, Jane Oyombra, Perez Akello, Daniel O. Kwaro, and Juliana Otieno. "School-level Barriers of Antiretroviral Therapy Adherence and Interventions to Overcome them Among Adolescents Living with HIV in Western Kenya: A Qualitative Study." Open AIDS Journal 15, no. 1 (December 31, 2021): 93–107. http://dx.doi.org/10.2174/1874613602115010093.
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Background: Adolescents in Kenya spend the majority of their time in a school environment. However, research to understand Antiretroviral Therapy (ART) adherence among adolescents living with HIV (ALWHIV) in school settings is sparse. Objective: To improve the design of appropriate interventions to better support this vulnerable population, the study aimed to explore school-related barriers to ART adherence experienced by ALWHIV. Methods: Qualitative data were utilized from a larger mixed-methods study on ALWHIV conducted at a major teaching and referral hospital in Kisumu, Kenya. Participants encompassed ALWHIV, their caregivers, teachers, and health care providers. Transcripts from a total of 24 in-depth interviews and five focus group discussions were analyzed in NVivo using a thematic approach. Results: Four themes emerged as key barriers in a school setting: negative experiences following HIV status self-disclosure, a strong desire for secrecy, restrictive school policies, and health education focused on sexual transmission of HIV. Participants suggested a range of potential interventions to better support ART adherence for ALWHIV, including coaching ALWHIV on disclosure strategies, promoting empathy among teachers and students, transition-preparing for ALWHIV, changing the narrative about HIV transmission in schools, providing water in schools, and introducing adherence support programs in schools, including the use of mobile technology. Conclusion: ALWHIV in Kenya experience numerous important challenges while trying to maintain optimal ART adherence in the school environment. Interventions that create supportive school settings are critical for better health outcomes among ALWHIV.
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Markham, Wolfgang A., Alan Dolan, and Graham F. Moore. "A Sociological Framework to Reduce Aberrant Behaviour of School Students Through Increasing School Connectedness." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031889.
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A framework for understanding relationships between school connectedness and student aberrant behaviors is outlined that is synthesized from Merton’s insights into anomie and Bernstein’s theory of cultural transmission (which focuses on schools’ instructional methods and students’ internalization of schools’ values). A seven-category classification system identifies students’ risk of nonconformist behavior based upon students acceptance/rejection of dominant overarching cultural aspirations (commonly material prosperity); perception of schools’ role in aspiration realization; responses to schools’ instructional methods; and internalization of schools’ values regarding conduct/character. We propose frustration weakens connectedness and is grounded in students’ perceptions regarding their school’s educational outcomes, degree of acceptance at school, and their school’s values. We then consider student dispersal across schools, and how age may affect students’ categorization and the influence of frustration risk factors. Finally, we discuss how initiatives within school organization, curriculum, and pedagogic practice may promote connectedness among different student categories and their potential adverse consequences.
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House, Thomas, Heather Riley, Lorenzo Pellis, Koen B. Pouwels, Sebastian Bacon, Arturas Eidukas, Kaveh Jahanshahi, Rosalind M. Eggo, and A. Sarah Walker. "Inferring risks of coronavirus transmission from community household data." Statistical Methods in Medical Research 31, no. 9 (September 2022): 1738–56. http://dx.doi.org/10.1177/09622802211055853.
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The response of many governments to the COVID-19 pandemic has involved measures to control within- and between-household transmission, providing motivation to improve understanding of the absolute and relative risks in these contexts. Here, we perform exploratory, residual-based, and transmission-dynamic household analysis of the Office for National Statistics COVID-19 Infection Survey data from 26 April 2020 to 15 July 2021 in England. This provides evidence for: (i) temporally varying rates of introduction of infection into households broadly following the trajectory of the overall epidemic and vaccination programme; (ii) susceptible-Infectious transmission probabilities of within-household transmission in the 15–35% range; (iii) the emergence of the Alpha and Delta variants, with the former being around 50% more infectious than wildtype and 35% less infectious than Delta within households; (iv) significantly (in the range of 25–300%) more risk of bringing infection into the household for workers in patient-facing roles pre-vaccine; (v) increased risk for secondary school-age children of bringing the infection into the household when schools are open; (vi) increased risk for primary school-age children of bringing the infection into the household when schools were open since the emergence of new variants.
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Zhou, Yanna, Wanjin Yang, Xue Wang, Haiyan Wang, Deyu Zhu, and Xiuquan Shi. "Awareness and source of AIDS-related prevention knowledge among medical university students of Guizhou province, China." Journal of Epidemiological Research 5, no. 2 (April 9, 2019): 1. http://dx.doi.org/10.5430/jer.v5n2p1.
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Objective: To clarify the awareness and source of AIDS knowledge among college students of medical university of Guizhou province, China, so as to provide some basic evidences for implementing education of AIDS control and prevention .Methods: A stratified cluster sampling survey was conducted. Self-designed questionnaires were used to investigate university students, Epidata 3.0 and SPSS 8.0 were used to analyze data.Results: The awareness rate of AIDS through blood transmission and mother-to-child transmission was over 90%, the awareness rate of sexual transmission was just about 80%, and the awareness rate of non- transmission route “mosquito bites will not spread AIDS” was only 53.3%. The awareness rate of AIDS transmission and treatment among medical students was higher than that of non-medical students. The Internet, propaganda materials, newspapers and magazines, and school classes were the main ways for university students to acquire AIDS knowledge. Some students hope to acquire knowledge from classmates and friends, it was found that the proportion of medical students receiving AIDS knowledge from school classes was significantly higher than that of non-medical students (80.8% vs 73.1%, p = .007).Conclusion: Though the awareness rate of AIDS knowledge among medical students is better than that of non-medical students, they had incomplete knowledge of AIDS, especially the sexual transmission. Moreover, school classes may be an effective way to propagandize AIDS-related knowledge, so schools can consider publicizing the AIDS education through classes, so as to improve students’ abilities of AIDS control and prevention.
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Landeros, Alfonso, Xiang Ji, Kenneth Lange, Timothy C. Stutz, Jason Xu, Mary E. Sehl, and Janet S. Sinsheimer. "An examination of school reopening strategies during the SARS-CoV-2 pandemic." PLOS ONE 16, no. 5 (May 20, 2021): e0251242. http://dx.doi.org/10.1371/journal.pone.0251242.
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The SARS-CoV-2 pandemic led to closure of nearly all K-12 schools in the United States of America in March 2020. Although reopening K-12 schools for in-person schooling is desirable for many reasons, officials understand that risk reduction strategies and detection of cases are imperative in creating a safe return to school. Furthermore, consequences of reclosing recently opened schools are substantial and impact teachers, parents, and ultimately educational experiences in children. To address competing interests in meeting educational needs with public safety, we compare the impact of physical separation through school cohorts on SARS-CoV-2 infections against policies acting at the level of individual contacts within classrooms. Using an age-stratified Susceptible-Exposed-Infected-Removed model, we explore influences of reduced class density, transmission mitigation, and viral detection on cumulative prevalence. We consider several scenarios over a 6-month period including (1) multiple rotating cohorts in which students cycle through in-person instruction on a weekly basis, (2) parallel cohorts with in-person and remote learning tracks, (3) the impact of a hypothetical testing program with ideal and imperfect detection, and (4) varying levels of aggregate transmission reduction. Our mathematical model predicts that reducing the number of contacts through cohorts produces a larger effect than diminishing transmission rates per contact. Specifically, the latter approach requires dramatic reduction in transmission rates in order to achieve a comparable effect in minimizing infections over time. Further, our model indicates that surveillance programs using less sensitive tests may be adequate in monitoring infections within a school community by both keeping infections low and allowing for a longer period of instruction. Lastly, we underscore the importance of factoring infection prevalence in deciding when a local outbreak of infection is serious enough to require reverting to remote learning.
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Suyatno, Suyatno, Fitri Nur Hayati, and Wantini Wantini. "Transmission of Islamic Values in Public School: A Study at State Senior High School 5 Yogyakarta." Analisa: Journal of Social Science and Religion 5, no. 01 (July 29, 2020): 15–29. http://dx.doi.org/10.18784/analisa.v5i1.1039.
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The process of transmitting Islamic values to the younger generation remains an appealing study as Indonesia is a country with the largest Muslim population in the world. Unfortunately, previous studies on this topic focused more on the process of transmitting these values through formal and informal religious based educational institutions. This research took a unique position to study the Islamic values transmission within non-religious based public school. This qualitative research employed the case study approach to examine the process of instilling Islamic values in public schools. Data were collected through in-depth interviews, observation, and study of relevant documentation. The collected data were analyzed using the inductive interactive techniques of the Miles and Huberman models. This study showed that 1) the values of iman-taqwa (faith-piety) and akhlaq mulia (good morals) were an important embodiment of affection-based educational programs in schools. 2) These values were instilled by the school through a habituation process, supported by the function of the principal and teachers as role models and the important role of Rohis (Islamic organization). The inculcation of Islamic values was not only carried out by religious education teachers, but also transmitted by secular subject teachers as well as extracurricular activities. The findings of this study confirmed that public schools in Indonesia were now transformed as important instruments for the transmission of Islamic values to young Muslims. This research suggests important recommendations on the need to develop the capacity of teachers in schools to make them agents of moderation of Islamic values.
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Rotevatn, T. A., Vilde Bergstad Larsen, Tone Bjordal Johansen, Elisabeth Astrup, Pål Surén, Margrethe Greve-Isdahl, and Kjetil Elias Telle. "Transmission of SARS-CoV-2 in Norwegian schools during academic year 2020-21: population wide, register based cohort study." BMJ Medicine 1, no. 1 (August 2022): e000026. http://dx.doi.org/10.1136/bmjmed-2021-000026.
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ObjectiveTo assess the risk of transmission of SARS-CoV-2 in schools in Norway mainly kept open during the covid-19 pandemic in the academic year 2020-21.DesignPopulation wide, register based cohort study.SettingPrimary and lower secondary schools in Norway open during the academic year 2020-21, with strict infection prevention and control measures in place, such as organisation of students into smaller cohorts. Contact tracing, quarantine, and isolation were also implemented, and testing of students and staff identified as close contacts.ParticipantsAll students and educational staff in primary and lower secondary schools in Norway, from August 2020 to June 2021.Main outcome measuresOverall attack rate of SARS-CoV-2 transmission (AR14) was defined as the number of individuals (among students, staff, or both) in the school with covid-19, detected within 14 days of the index case, divided by the number of students and staff members in the school. AR14 to students (attack rates from all index cases to students only) and AR14 to school staff (attack rates from all index cases to staff members only) were also calculated. These measures for student and school staff index cases were also calculated separately to explore variation in AR14 based on the characteristics of the index case.ResultsFrom August 2020 to June 2021, 4078 index cases were identified; 3220 (79%) students and 858 (21%) school staff. In most (2230 (55%)) schools with an index case, no subsequent individuals with covid-19 were found within 14 days; in 631 (16%) schools, only one more individual with covid-19 within 14 days was found. Overall, AR14 was 0.33% (95% confidence interval 0.32% to 0.33%). When restricting index cases and subsequent individuals with covid-19 to students born in the same year, AR14 to students (0.56-0.78%) was slightly higher.ConclusionsRegarding the number of people infected with SARS-CoV-2 among students and staff, these results suggest that schools were not an important setting for transmission of the virus in Norway during the covid-19 pandemic in the academic year 2020-21.
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Citra Resmi, Ulva Dian, and Enung Hasanah. "Best Practice Leadership of The Principal in Covid-19 Prevention Primary School at SD Muhammadiyah Purbayan." Randwick International of Education and Linguistics Science Journal 1, no. 3 (December 28, 2020): 398–407. http://dx.doi.org/10.47175/rielsj.v1i3.150.
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This research aims to determine how the principal carried out his duties in handling covid 19 transmissions in SD Muhammadiyah Purbayan. This study uses a descriptive qualitative method. The data collection techniques are carried out with interviews, observations, and literature studies. Interviews were conducted with teachers and employees of SD Muhammadiyah Purbayan Yogyakarta. Participants in this interview were selected through several criteria, including teachers and school employees directly involved by the school principal in covid-19 prevention. The validity of the data used is the triangulation technique. Data analysis techniques used are data reduction, data presentation, and conclusions. The results of this study show that; 1) the principal of SD Muhammadiyah Purbayan took steps to prevent transmission of the COVID 19 virus; 2) principals of schools which matters during the pandemic; 3) organizing school principals, assignments and to teachers and employees; 4) the principal together with teachers and employees from outside the school carry out activities which are planned, and 5) the principal of the hall which is the activity.
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Alonso, Sergio, Martí Català, Daniel López, Enric Álvarez-Lacalle, Iolanda Jordan, Juan José García-García, Victoria Fumadó, et al. "Individual prevention and containment measures in schools in Catalonia, Spain, and community transmission of SARS-CoV-2 after school re-opening." PLOS ONE 17, no. 2 (February 16, 2022): e0263741. http://dx.doi.org/10.1371/journal.pone.0263741.
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Background Despite their clear lesser vulnerability to COVID-19, the extent by which children are susceptible to getting infected by SARS-CoV-2 and their capacity to transmit the infection to other people remains inadequately characterized. We aimed to evaluate the role of school reopening and the preventive strategies in place at schools in terms of overall risk for children and community transmission, by comparing transmission rates in children as detected by a COVID-19 surveillance platform in place in Catalonian Schools to the incidence at the community level. Methods and findings Infections detected in Catalan schools during the entire first trimester of classes (September-December 2020) were analysed and compared with the ongoing community transmission and with the modelled predicted number of infections. There were 30.486 infections (2.12%) documented among the circa 1.5M pupils, with cases detected in 54.0% and 97.5% of the primary and secondary centres, respectively. During the entire first term, the proportion of “bubble groups” (stable groups of children doing activities together) that were forced to undergo confinement ranged between 1 and 5%, with scarce evidence of substantial intraschool transmission in the form of chains of infections, and with ~75% of all detected infections not leading to secondary cases. Mathematical models were also used to evaluate the effect of different parameters related to the defined preventive strategies (size of the bubble group, number of days of confinement required by contacts of an index case). The effective reproduction number inside the bubble groups in schools (R*), defined as the average number of schoolmates infected by each primary case within the bubble, was calculated, yielding a value of 0.35 for primary schools and 0.55 for secondary schools, and compared with the outcomes of the mathematical model, implying decreased transmissibility for children in the context of the applied measures. Relative homogenized monthly cumulative incidence (rCIhom,j) was assessed to compare the epidemiological dynamics among different age groups and this analysis suggested the limited impact of infections in school-aged children in the context of the overall community incidence. Conclusions During the fall of 2020, SARS-CoV-2 infections and COVID-19 cases detected in Catalan schools closely mirrored the underlying community transmission from the neighbourhoods where they were set and maintaining schools open appeared to be safe irrespective of underlying community transmission. Preventive measures in place in those schools appeared to be working for the early detection and rapid containment of transmission and should be maintained for the adequate and safe functioning of normal academic and face-to-face school activities.
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Aggarwal, Juhi, Maureen W. Gichura, Maryanne L. F. Campbell, Kimberly T. Nguyen, and Derek G. Shendell. "COVID-19 School vs. Community-Based Outbreak Trends among New Jersey K–12 Schools during the 2020–2021 School Year." International Journal of Environmental Research and Public Health 19, no. 15 (July 29, 2022): 9285. http://dx.doi.org/10.3390/ijerph19159285.
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Identifying potential rapid methods to track COVID-19 trends within schools has become a necessity in understanding how to provide both education and maintain health and safety during a pandemic. This study examined COVID-19 trends and sociodemographic information in New Jersey (NJ) schools during the 2020–2021 school year. A database was compiled for this study in Microsoft Excel using various state and federal resources. Data used in the study are a combination of extracted data from weekly NJ Spotlight reports, weekly NJ COVID-19 Activity Level Index (NJ CALI) reports, and reports of school-based outbreaks via the NJ Department of Health (NJDOH). In 2020–2021, in NJ K–12 schools, the NJDOH defined a school-based outbreak incidence as two or more students and/or adult staff with a laboratory-confirmed positive molecular test for COVID-19 based on transmission occurring on campus. Data were organized into six regions across 21 counties within NJ (3–4 counties per region per NJDOH). COVID-19 trends in NJ schools mirrored trends in their districts, i.e., communities, within the state’s region; noticeably, there were consistently high trends during the winter holiday season (November 2020–January 2021). The cumulative number of incidences of school-based outbreaks remained relatively low but, nevertheless, increased throughout the 2020–2021 school year. This study recommends increased accessibility to COVID-19 reports for school and public health officials, and in the future for data to be reported to identify rates of transmission of other communicable diseases within K–12 students, and to further reinforce established mandates and other preventative measures in public while traveling during holiday seasons.
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Zhang, Yiwei, Maria E. Mayorga, Julie Ivy, Kristen Hassmiller Lich, and Julie L. Swann. "Modeling the Impact of Nonpharmaceutical Interventions on COVID-19 Transmission in K-12 Schools." MDM Policy & Practice 7, no. 2 (July 2022): 238146832211408. http://dx.doi.org/10.1177/23814683221140866.
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Background. The novel coronavirus SARS-CoV-2 spread across the world causing many waves of COVID-19. Children were at high risk of being exposed to the disease because they were not eligible for vaccination during the first 20 mo of the pandemic in the United States. While children 5 y and older are now eligible to receive a COVID-19 vaccine in the United States, vaccination rates remain low despite most schools returning to in-person instruction. Nonpharmaceutical interventions (NPIs) are important for controlling the spread of COVID-19 in K-12 schools. US school districts used varied and layered mitigation strategies during the pandemic. The goal of this article is to analyze the impact of different NPIs on COVID-19 transmission within K-12 schools. Methods. We developed a deterministic stratified SEIR model that captures the role of social contacts between cohorts in disease transmission to estimate COVID-19 incidence under different NPIs including masks, random screening, contact reduction, school closures, and test-to-stay. We designed contact matrices to simulate the contact patterns between students and teachers within schools. We estimated the proportion of susceptible infected associated with each intervention over 1 semester under the Omicron variant. Results. We find that masks and reducing contacts can greatly reduce new infections among students. Weekly screening tests also have a positive impact on disease mitigation. While self-quarantining symptomatic infections and school closures are effective measures for decreasing semester-end infections, they increase absenteeism. Conclusion. The model provides a useful tool for evaluating the impact of a variety of NPIs on disease transmission in K-12 schools. While the model is tested under Omicron variant parameters in US K-12 schools, it can be adapted to study other populations under different disease settings. Highlights A stratified SEIR model was developed that captures the role of social contacts in K-12 schools to estimate COVID-19 transmission under different nonpharmaceutical interventions. While masks, random screening, contact reduction, school closures, and test-to-stay are all beneficial interventions, masks and contact reduction resulted in the greatest reduction in new infections among students from the tested scenarios. Layered interventions provide more benefits than implementing interventions independently.
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Sulistyowati, Reny, Fina Ratih Wira Putri Fitri Yani, Yuyun Christyanni, Agus Agus, and Dedi Cahyo Nusantoro. "EDUCATION ON THE MANAGEMENT OF HEALTH PROTOCOLS TO AVOID THE TRANSMISSION OF COVID-19." Jurnal Pengabdian Masyarakat Dalam Kesehatan 3, no. 2 (November 10, 2021): 45. http://dx.doi.org/10.20473/jpmk.v3i2.26706.
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Introduction: Since the COVID-19 pandemic that occurred in Indonesia and face-to-face learning in schools has been replaced by online methods, this does not mean that school students can be free from the transmission of the COVID-19 virus. There are still no banners, and educational activities on the prevention of the COVID-19 virus for residents of the MAN City School Palangka Raya. The purpose of this community service activity is to increase knowledge and awareness for students in carrying out health protocols, one of which is also to prepare for face-to-face learning.Methods: Online Implementation of activities for 50 students of MAN City School Palangka Raya, the activity began by taking care of the administration of permits to schools, followed by the implementation of a series of activities in the form of education about COVID-19 and how to implement health protocols in the school environment following the guidelines of the Ministry of Health of the Republic of Indonesia. The method of activity is done by teaching and Q&A. Before giving pre-test material and afterward post-test.Results: After being given education, the post-test score of knowledge about COVID-19 showed an increase in the average score of 13%. Participants seemed enthusiastic at the discussion session, indicated by the number of questions from participants. Conclusion: Health protocol management education can increase participants' knowledge.
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Naibili, Maria Julieta Esperanca, Yusfina Modesta Rua, and Sefrina Maria Seuk Asa. "Pelayanan Screening Kesehatan Anak Usia Sekolah Di SDK Wehor Wilayah Puskesmas Haliwen Kecamatan Kakuluk Mesak." Bakti Cendana 6, no. 1 (February 28, 2023): 37–46. http://dx.doi.org/10.32938/bc.6.1.2023.37-46.
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Schools are one of the targets of the Community-Based Total Sanitation program in the form of an area that is a strategy for improving PHBS. School-age children (6-10 years) are the most vulnerable to disease transmission. Schools can also be a place of learning and a threat of disease transmission if not appropriately managed. On the other hand, the number of school children who reach 30% of the total population of Indonesia is the potential as an "Agent of Change" to promote health in schools, families, and communities. Service activities were carried out at SDK Wehor, Kabuna, Kakuluk Mesak District, Belu Regency, Province of East Nusa Tenggara. Service activities for class I (one) students. Health screening was carried out by counseling and demonstration methods using a phantom/mannequin model of children's teeth, toothbrush, microtoice, scales, tuning fork (fork), and Snellen Chart. The students were very enthusiastic about participating in health counseling and screening activities from the beginning to the end of the event. The level of dental and oral hygiene of school-age children (Wehor SDK) 95% of school-age children, especially in Wehor SDK, have nutritional status with obesity category as much as 35.3% eye and ear health of all normal students.
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Boutzoukas, Angelique E., Kanecia O. Zimmerman, Daniel K. Benjamin, Gregory P. DeMuri, Ibukunoluwa C. Kalu, Michael J. Smith, Kathleen A. McGann, Shawn Koval, M. Alan Brookhart, and Sabrina M. Butteris. "Secondary Transmission of COVID-19 in K–12 Schools: Findings From 2 States." Pediatrics 149, Supplement_2 (February 1, 2022). http://dx.doi.org/10.1542/peds.2021-054268k.
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OBJECTIVES We evaluated the impact of distancing practices on secondary transmission of severe acute respiratory syndrome coronavirus 2 and the degree of sports-associated secondary transmission across a large diverse cohort of schools during spring 2021. METHODS Participating districts in North Carolina and Wisconsin and North Carolina charter schools offering in-person instruction between March 15, 2021 and June 25, 2021 reported on distancing policies, community- and school-acquired infections, quarantines, and infections associated with school-sponsored sports. We calculated the ratio of school-acquired to community-acquired infection, secondary attack rates, and the proportion of secondary transmission events associated with sports. To estimate the effect of distancing and bus practices on student secondary transmission, we used a quasi–Poisson regression model with the number of primary student cases as the denominator. RESULTS During the study period, 1 102 039 students and staff attended in-person instruction in 100 North Carolina school districts, 13 Wisconsin school districts, and 14 North Carolina charter schools. Students and staff had 7865 primary infections, 386 secondary infections, and 48 313 quarantines. For every 20 community-acquired infections, there was 1 within-school transmission event. Secondary transmissions associated with school sports composed 46% of secondary transmission events in middle and high schools. Relaxed distancing practices (<3 ft, 3 ft) and increased children per bus seat were not associated with increased relative risk of secondary transmission. CONCLUSIONS With universal masking, in-person education was associated with low rates of secondary transmission, even with less stringent distancing and bus practices. Given the rates of sports-associated secondary transmission, additional mitigation may be warranted.