cord-003360-mkv1jc7u	2018	title: The Effect of School Closure on Hand, Foot, and Mouth Disease Transmission in Singapore: A Modeling Approach Singapore implements a school closure policy for institutional hand, foot, and mouth disease (HFMD) outbreaks, but there is a lack of empirical evidence on the effect of closure on HFMD transmission. The effects of school closure due to 1) institutional outbreaks, 2) public holidays, and 3) school vacations were assessed using a Bayesian time series modeling approach. These policies provide data that enable us to obtain three sources of information on the effect of school closure: 1) the reduction in the numbers of cases after a public holiday, when childcare centers and schools close; 2) the reduction during school vacations; and 3) the impact within childcare centers of school closure in response to an ongoing outbreak. To measure the effect of school vacations on HFMD transmission, we built time series models, fit Bayesianly, for the weekly number of children with HFMD aged 12 years and younger.
cord-010411-zgdvo29n	2020	As noted above, schools in high poverty neighborhoods and communities have higher rates of punitive practices and fewer resources for preventing the development of problem behavior (American Psychological Association, n.d.). Given the extent of discrimination in the USA, its impact on public health, and the size of the workforce, it is imperative that foundations and the NIH fund research to identify more effective ways to reduce prejudice in schools, work settings, and neighborhoods and communities. While it is true that addressing the above-described contextual conditions is likely to improve family well-being significantly, it is unlikely that reducing problems like poverty and discrimination will ensure that every family and school adopt the most effective ways of nurturing children''s development . Evidence of the value of both economic development efforts and programs targeting families and schools suggests it is time to test comprehensive interventions that simultaneously address all risk factors for problems for which we have some effective solutions.
cord-015394-uj7fe5y6	2008	Studies involving immunohistochemical analysis of normal ovaries have shown that granulosa cells express significantly higher levels of the activator protein-1 (AP-1) transcription factor, cFos compared to theca cells, where cFos expression is virtually absent. Following acute hypoxia (0.5% O2) for one to six hours, RhoA mRNA, total protein and activation (RhoA-GTP) levels were analysed, using semi-quantitative PCRs and western blot, and compared to normoxic non-pregnant human uterine smooth muscle control cells. Since there is an urgent need for non-invasive methods for determination of fetal (F) and placental (P) function, this study was designed to evaluate the genes differently and commonly expressed in P tissue and leukocytes in maternal (M) and F circulation.Material and Methods. The current study: 1) localized IL-6 mRNA levels in preeclamptic versus normal decidual sections; 2) evaluated mechanisms regulating IL-6 synthesis by targeting intracellular signaling pathways with specific inhibitors; 3) identified potential IL-6 targets by immunolocalizing the IL-6 receptor (IL-6R) to specific cell types in placental bed biopsies.
cord-023049-fio7cjj5	2017	
cord-023913-pnjhi8cu	2011	So while there has been no shortage of effort paid to improving Medicare, the one common theme in all of the recent initiatives is that dental care has been conspicuously 1 A new study by Hedlund, Jeffcoat, Genco and Tanna funded by CIGNA of patients with Type II diabetes and periodontal disease found that medical costs of patients who received maintenance therapy were $2483.51 per year lower than patients who did not. Examples of integrated care models do exist, such as that presented by (Heuer 2007 ) involving school-linked and school-based clinics with an "innovative health infrastructure." According to Heuer, "Neighborhood Outreach Action for Health (NOAH)" is staffed by two nurse practitioners and a part-time physician to provide "primary medical services to more than 3,200 uninsured patients each year" in Scottsdale, Arizona.
cord-024981-yfuuirnw	2020	The World Health Organization and the Pan American Health Organization define a disaster as "an event that occurs in most cases suddenly and unexpectedly, causing severe disturbances to people or objects affected by it, resulting in the loss of life and harm to the health of the population, the destruction or loss of community property, and/or severe damage to the environment. After the events of 9/11, much attention has been given to the possibility of another mass casualty act of terrorism, especially with weapons of mass destruction, that include chemical, biological, nuclear, radiological, and explosive devices (CBNRE), or other forms of violence such as active shooter incidents and mass shootings (Jacobson and Severin 2012) . Antidote therapy should be given as usual for nerve agents, including atropine, diazepam, and pralidoxime chloride (United States Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response, National Library of Medicine 2019; United States Department of Health and Human Services, Chemical Hazards Emergency Medical Management (CHEMM) 2019).
cord-031705-bgl7xzbi	2020	title: A cross-sectional survey of parental perceptions of COVID-19 related hygiene measures within schools and adherence to social distancing in journeys to and from school During the early stages of the COVID-19 pandemic, schools in England were only kept open to children of ''key workers'' and, from 1 June, to children in reception, year 1 and year 6. Many parents whose children attended school reported low adherence to hygiene measures (eg, not maintaining distance from others during school drop-off) and doubted that their school was adhering to COVID-19 guidelines. A total of 2010 parents completed the survey in full (16 responses were coded as missing data because of sample grouping inconsistencies): 621 did not have a child eligible for school; 803 had children in reception, year 1 or year6 (''eligible year groups''); 570 parents reported that they or their spouse was a key worker and that they did not have a child in an eligible year group. Table 1 Experience and perceptions of parents (n=442/1371) in England whose child had attended school in the past week (data collection: 8 to 10 June 2020) 
cord-031929-0iayu6jg	2020	authors: nan Everything must be done to ensure that the persistence of the COVID-19 epidemic does not disrupt the start of the September school year so eagerly awaited by the majority of children, parents and teachers. The rare cases of infection observed in students come from the home environment and not from the school. Furthermore, it is imperative to implement from day one the hygiene measures detailed in the Ministry of National Education''s health protocol for students and adults working in schools [3] . In the classroom, it is the responsibility of the school physician to manage screening around a case and appropriate exclusion procedures while avoiding excessive class closures. RT-PCR tests should be performed from primary school onwards in children who are symptomatic or exposed to a positive case. COVID-19 in children and the role of school settings in COVID-19 transmission
cord-033772-uzgya4k9	2020	The EACH-B intervention consists of three linked elements: professional development for teachers including training in communication skills to support health behaviour change; the LifeLab educational module comprising in-school teaching of nine science lessons linked to the English National Curriculum and a practical day visit to the LifeLab facility; and a personalised digital intervention that involves social support and game features that promote eating better and being more active. i) Professional development for teachers including training in communication skills to support health behaviour change, known as ''Healthy Conversation Skills'' (HCS), explained in detail below ii) LifeLab educational module comprising in-school teaching of nine science lessons linked to the English National Curriculum and a hands-on practical day visit to LifeLab, held part way through the module iii) A personalised digital intervention (the ''app'') with social support and game features
cord-035308-996ysogr	2020	This provides a stimulus for national curricula to think more broadly about what knowledge, competencies and dispositions school students need to thrive and shape their world (e.g. see Erstad and Voogt 2018) and thus should be included in a quality curriculum; i.e. a ''plan for learning'' which supports young people in acquiring the knowledge, competences and dispositions needed to be successful in the digital era. (2018) explored the issue of alignment, noting that this required alignment of purpose, policy (including curriculum, assessment, accountability and teacher professional learning), and practice at three levels (macro/national, meso/school, and micro/ teacher). Using a socio-cultural framework (Fig. 5) this paper illustrates the complexity of alignment of purpose, policy (including curriculum, assessment, accountability and teacher professional learning) and practice between and within each level (Constitutive Order, School Arena, and Setting).
cord-104008-luqvw0y8	2019	Systematic reviews of intervention studies that evaluated school-based or school-linked 31 health services delivered by a health provider were included. Systematic reviews of intervention studies that evaluated school-based or school-linked 31 health services delivered by a health provider were included. Through a comprehensive literature search, the 71 overview aimed to identify health areas and specific school health service interventions that 72 have at least some evidence of effectiveness. Finally, 74 the overview aimed to identify the health areas and specific school health services 75 interventions for which no SRs were found, whether because the primary literature does not 76 exist or where there are primary studies but no SR has been conducted. It is difficult to determine overall effectiveness of school health services from this overview because the included SRs do not sufficiently cover the health areas most relevant for children and adolescents.
cord-254235-mok10c5i	2020	With fast-approaching preparations required for a new school year, a collaborative team of clinicians, scientists, and educators developed this commentary to begin to highlight issues that must be considered to ensure a safe and strategically planned re-opening of schools. School re-opening can mitigate risks to children, families, and school personnel only if it is sensitive to community needs. Though SARS-CoV-2 community surveillance testing has yet to be standardized, large scale viral nucleic acid and serological testing in children is needed to guide safe school reopening. Under current conditions of increased sensitivity to possible COVID-19 symptomatology, children with these chronic health disorders risk being socially shunned and unnecessarily removed from school. More research is needed to understand the risks that all children, including those with chronic conditions, may encounter in school settings in the COVID-19 era. Characteristics and Outcomes of Children With Coronavirus Disease 2019 (COVID-19) Infection Admitted to US and Canadian Pediatric Intensive Care Units.
cord-257167-rz4r5sj7	2006	SY1-3-11-3 SAD: A novel kinase implicated in phosphoproteome at the presynaptic active zone Toshihisa Ohtsuka Department of Clinical and Molecular Pathology, Faculty of Medicine/Graduate School of Medicine, University of Toyama, Toyama, Japan SAD is a serine/threonine kianse, which has been shown to regulate various neuronal functions during development, including clustering synaptic vesicles, maturation of synapses, and axon/dendrite polarization: these have recently been revealed by genetic studies in C. The results suggest that EAAT4 plays a major role in regulating the concentration of CF transmitters, possibly glutamate, in the route of its extrasynaptic diffusion, and determining the degree of CF-induced inhibition of GABA release from BCs depending on the regional difference of EAAT4 expression in postsynaptic PCs. Chitoshi Takayama 1 , Yoshiro Inoue 1 1 Department of Molecular Neuroanatomy, Hokkaido University School of Medicine, Sapporo, Japan GABA mediates inhibitory transmission in the adult central nervous system (CNS).
cord-261256-iwdusvrw	2020	The key differences with the usual SEIR model [14] are: an external source of infection [15] , [19] , the possibility of transmission limited to 7 hours per working day; a control indicating from the start whether, for each day, schools are open or closed; and the presence of asymptomatic individuals. As benchmark cases we consider the full closure and the complete opening of the school, which is to say, the two most extreme choices of a fully remote teaching or regular 7 hours a day in-class activities for the whole year. In addition, we indicate of each parameter the range of values for which the optimal solution achieves a substantial reduction with respect to complete opening, but limited to determining at most an 100% increase in the number of cases with respect to school closure.
cord-264515-nle4axad	2020	To study the broad impact of school closures on the transmission of the virus, we estimate differences in infection rates between parents exposed to lower and upper secondary students. We estimate differences in infections among parents, teachers, and teachers'' partners who were differently exposed to lower (open) and upper (online) secondary schools using linear probability models (OLS) and logistic regressions. We find that parental exposure to open rather than closed schools is associated with a somewhat higher rate of PCR-confirmed SARS-CoV-2 infections The positive association for PCR-confirmed cases could partly reflect other behavioral differences between households with slightly younger and older children, but if treated as a causal the estimates indicate that a hypothetical closure of lower secondary schools in Sweden would have resulted in 341 fewer detected cases among the 312 575 parents in our sample.
cord-266087-foucabzy	2020	In the first article, Ysenbaert, Van Houtte and Van Avermaet report on their case study research exploring schools'' assessment policies and teachers'' assessment practices in six schools in the Flemish education context in Belgium. The cases were presented in Education Week in 2015 and pertain to the use of student test scores to evaluate teachers. In the first two articles in this issue, the authors demonstrate and discuss ways by which assessment and evaluation form a basis for and can be integrated with learning and development. present a more comprehensive model of HRM that aligns the intended and perceived purposes of teacher evaluation, individual and organisational outcomes, and individual and organisational resources and context variables. Some of these articles present approaches where assessment and evaluation have what Popkewitz refers to as a ''policy clarification purpose '' (1990, p.
cord-267210-98jz8tox	2020	We use these estimates to identify the critical level for the importance of healthcare labor supply in increasing a patient''s COVID-19 survival probability that would undo the benefits of school closures and ultimately increase cumulative mortality. A 15% decline in the healthcare labor force, combined with reasonable parameters for COVID-19 such as a 15% case reduction from school closings and 2% baseline mortality rate implies that a 15% loss in the healthcare labor force must decrease the survival probability per percent healthcare worker lost by 17.6% for a school closure to increase cumulative mortality. We find that the current best estimates of healthcare worker likely absenteeism to provide child care in the event of school closures imply great uncertainty to whether school closures will ultimately reduce COVID-19 mortality.
cord-268463-ehp0q0ry	2007	We used stochastic simulation models to explore the effects of school closings, voluntary confinements of ill persons and their household contacts, and reductions in contacts among long-term care facility (LTCF) residents on pandemic-related illness and deaths. We used stochastic simulation models to explore the effects of school closings, voluntary confinements of ill persons and their household contacts, and reductions in contacts among long-term care facility (LTCF) residents on pandemic-related illness and deaths. By using these models to simulate an influenza pandemic, we estimated the effects of school closings, home confinement of ill persons (i.e., isolation) or their household contacts (i.e., quarantine), and reduction of contacts among residents of LTCFs on overall illness attack rates, hospitalization rates, and mortality rates. The interventions we examined in this simulation study were school closings, confinement of ill persons and their household contacts to their homes, and reduction in contact rates among residents of LTCFs. Interventions were implemented at the start of the outbreak.
cord-271098-urpjr0dz	2020	Over the course of these months we have seen travel bans, physical distancing, rapid acceleration of case counts into the millions both worldwide and in the United States (see Figure 1 ), deaths in the hundreds of thousands (World Health Organization [WHO] , 2020a), and brave healthcare providers on the frontline, often without the protection they need (American Nurses Association, 2020). By tracking the expressed needs of school nurses surrounding COVID-19, the NASN staff has worked tirelessly to build Coronavirus Disease 2019 Resources, including Return to School Guidance (NASN, 2020a). With schools closed, we are learning new ways to engage students in maintaining their health, while practicing within the constructs of ethical, legal, and professional nursing standards. School systems are relying on the expertise of school nurses to provide factual information about COVID-19; using their knowledge to develop plans that keep staff, students, and families healthy. School nurse Amy Ponce is making sure that distribution of instructional materials is done in manner that protects the health of students, families, and staff ( Figure 3 ).
cord-272406-h22atwd4	2020	Methods: This study was voluntarily attended by 419 Italian school principals who were administered the Psychological Stress Measurement (MSP), Mindfulness Organizing Scale (MOS), Polychronic-Monochronic Tendency Scale (PMTS), and the Scale of Emotions at Work (SEW). The effect of depressive anxiety on perceived discomfort (ß = 0.517) found a protective mediator in the mindfulness component that recognizes the sharing as a fundamental operational tool (ß = −0.206), while an increasing sense of effort and confusion could significantly amplify the experience of psychological discomfort associated with the exercise of school leadership (ß = 0.254). The first analyses of our study have indicated that the general perception of the principal''s working discomfort presents on the one hand an association with the level of stress, which contributes to increase the value of the discomfort, and on the other hand an equally significant association with organizing Mindfulness, which can substantially limit the negative effects of stress on perceived discomfort.
cord-283088-r2x3awlw	2020	By comparing the growth rates in daily hospitalisations or confirmed cases under different interventions, we provide evidence that the effect of school closure is visible as a reduction in the growth rate approximately 9 days after implementation. The effect of school closure is estimated using hospitalisation data for Denmark and Norway, and daily confirmed cases for Germany and Sweden. More precisely, a change in growth rate is considered an effective response to school closures if (a) it occurs more than 5 days from the intervention date, (b) the deviation persists for at least 5 days, and (c) exceeds the 75 th percentile of the modelled data. Neither of the states permitting examinations saw any significant detrimental effect on growth rates, compared to states which had similar case numbers prior to school closure, but where exams did not take place during this time period (e.g. Lower Saxony).
cord-284396-prp8hiz6	2020	Results showed that the large majority of teacher comments about differentiation definitions, assessments, curriculum, grouping and strategies fell in the novice category, and that newer virtual school teachers may struggle in developing skills in differentiation in an online environment. One study found that teachers struggle to find ways to differentiate instruction (Beasley & Beak, 2017) , but beyond that, no research compares differentiation practices of teachers across different types of virtual schools. A differentiated approach to instruction is informed by principles that include providing high quality curriculum, utilizing flexible grouping, and administering ongoing assessments within a community that respects learning activities that are challenging for all students (Tomlinson, 2001; . The best practices of teachers who differentiate instruction involve (a) the collection of information about student interests, learning profiles, and student readiness; (b) cultivation of a community in the classroom, (c) distribution of students into groups that can be easily changed based on the activity, and (d) use of formative assessment for learning (Doubet 2007) .
cord-292698-w7wrwj95	2020	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. NASN also provides, "Guidance for School Nurses to Safely Send and Receive Resources Between School and Home During COVID-19," to ensure safe transfer of both student and school property, including backpacks, student medication, school supplies, electronic devices, and ongoing food services to socially and medically disadvantaged families (NASN, 2020). On the national level, the Families First Coronavirus Response Act includes a provision that expands protection for employees that during a public health emergency are unable to work due to a need for leave to care for their child because the school or day care has been closed or the child care provider is unavailable (Moss et al., 2020) . To provide families in your community with outdoor physical activities that follow social distancing guidelines, visit the Healthy Children website in Table 1 .
cord-303451-66c2qobr	2020	Using a behavioral theory of development, we provide suggestions for how to handle the departure and separation problems that may emerge as parents drop their children off at school. We offer some specific advice for parents and teachers to follow to prevent the departure and separation problems that typically develop during challenging behavioral interactions in school settings. In light of the COVID-19 crisis, when children return to school and separate from their parents after a months-long period of 24-hr-a-day interaction that occurred during a period of social distancing, we predict that high rates of protest and distress may emerge, as well as high rates of refusal to leave the parents. This is likely to produce heightened child separation-protest responses that can disrupt classroom settings the new physical distancing rules, and provoke anguish and anxiety in parents. The research we discussed earlier shows that, during departures and at separation, parents'' responses to children''s protests can encourage and reinforce more of this distressing behavior.
cord-306000-odct9kt7	2020	Reduced access to school meals during public health emergencies can accelerate food insecurity and nutritional status, particularly for low-income children in urban areas. We matched district census tract boundaries to demographic data from the 2018 American Community Survey and United States Department of Agriculture food desert data, and used geographic information systems (GIS) software to identify meal site locations relative to student population, areas of high poverty and high minority populations, and food deserts. The framework identifies opportunities for four key opportunities for intervention and action research that emphasize equity: (1) increase healthy options (e.g., increase access to healthy food retailers), (2) reduce deterrents (e.g., address threats to personal safety), (3) improve social and economic resources (e.g., offer nutrition assistance programs), and (4) build on community capacity (e.g., build strategic partnerships).
cord-306393-iu4dijsl	2011	From 1945 to 1973, APHA conducted accreditation of graduate professional education in public health, at first centered almost exclusively in SPH, but later including other college and university settings. NBPHE''s purpose is to "ensure that students and graduates from schools and programs of public health accredited by CEPH have mastered the knowledge and skills relevant to contemporary public health." NBPHE is an active, independent organization that develops, administers and evaluates a voluntary certification exam once every year. Graduates from public health accredited schools and programs conduct research and teach in universities, international bodies and nonprofit organizations, manage healthcare and health insurance systems, work in the private sector and for foundations, are public health leaders in state, local and federal health agencies, and work globally and locally in many different roles. The scope of public health education is expanding to new collaborations among health professions and other professional degree programs and includes college and even high school students.
cord-310145-wvu79t45	2020	Lewis and King (2019) described efforts to integrate a self-care unit into social work students'' field experiences, and provided qualitative evidence attesting to the benefits to students, providing a potential model for school psychology training programs to use. Therefore, this study was designed to provide an in depth understanding of the self-care practices of two cohorts of graduate students following a sustained semester-long intervention to integrate self-care into the school psychology training curriculum through a systematic case study inquiry. This approach was selected as the major goals included understanding how participants appraised and planned self-care strategies to cope, how participants adjusted these plans over the course of the semester, and how the participants evaluated the intervention and plan as being effective in helping them meet the stressors experienced during graduate school.
cord-318102-jrd09hia	2020	Given the shortage of school psychologists, especially in rural areas, school psychology programs are beginning to emerge that provide students with the opportunity to attend classes through distance education (DE) methods (i.e., virtually). Since at least 2013, the University of Houston-Victoria has provided individuals an opportunity to earn a Specialist in School Psychology (SSP) degree by completing approximately 62% of the coursework in an online format and the other courses either face-to-face in-person or through interactive television (Dixon et al. Nonetheless, participants who had taken online and hybrid/ blended courses in school psychology reported appreciation for the flexibility and convenience remote instruction allows, which provided them the opportunity to reach their educational goals. These requirements are intended to familiarize DE students with program faculty, on-campus peers, and to provide face-to-face in-person experiences for activities that are difficult to complete remotely, consistent with established DE programs in school psychology at other institutions.
cord-327963-dqsg84e5	2020	Besides demographic information, psychological distress (including depression, anxiety, and stress), life satisfaction, perceived impact of home quarantine, and parent-child discussions on COVID-19 were assessed. To address these gaps in the literature, we aimed to estimate the prevalence of depressive, anxiety, and stress symptoms, and levels of life satisfaction, among children and adolescents experiencing home quarantine and school closure in Shanghai due to COVID-19. Positive screens and symptom levels for depression, anxiety, and stress were higher among those who were more negative about the impact of home quarantine and who had no discussion about the COVID-19 with their parents. In order to further explore how children and adolescents'' intrapersonal perception on the impact of quarantine, interpersonal interaction with parents regarding COVID-19, and the interaction effects between perceived beneficial and parent-child discussion in association with the severity of depression, anxiety and stress, as well as levels of life satisfaction, were examined.
cord-329708-ns7ehm02	2020	The drastic changes in children''s lifestyle during school closure may deteriorate their mental health. 3 The present paper reports the changes in depressive symptoms among students in Shanghai caused by school closure due to the COVID-19 epidemic. As regards positive aspects of lifestyle change during school closure, 71%, 80%, and 83% of children were satisfied with having more time "at home," "with their parents," and "doing their own things," respectively. School closure with staying-at-home policy should drastically decrease the opportunity of direct contact with persons other than family members, decrease physical activity, and increase the time of screen viewing, all of which may deteriorate mental health of school children. In conclusion, the present longitudinal study in Shanghai during the COVID-19 does not show any evidence of increased depressive symptoms among students after a two-month school closure. Additional study is required to assess long-term effect of school closure on mental health and educational attainment of children.
cord-330761-9khael36	2020	Reopening all secondary school years (11-18 year olds) resulted in large potential outbreak clusters putting up to 50% of households connected to schools at risk of infection if sustained transmission within schools was possible. . https://doi.org/10.1101/2020.08.21.20167965 doi: medRxiv preprint Table 2 Median, mean and maximum weighted degree on the transmission probability network (expected number of schools infected by each school) and median and range of largest component size, households and schools, over 100 realisations of the binary outbreak networks, for each scenario for R values between 1.1 and 1.5. . https://doi.org/10.1101/2020.08.21.20167965 doi: medRxiv preprint Figure 6 The number of households with children attending a school in each largest connected component of the binary transmission networks (estimated potential outbreak cluster size) generated from transmission probability networks for school reopening scenarios. Increasing R also had some impact on the weighted degree distribution of the transmission probability network, suggesting that in that case the virus may spread more effectively across connected components even if the eventual outbreak cluster size remained similar.
cord-330788-2wsn8t2r	2020	The aim of this study was to survey junior high and high school students in China to better understand the psychological consequences, such as anxiety, depression, and stress, of the COVID-19 pandemic. Resilience and positive coping were protective factors for the occurrence of depressive, anxiety, and stress symptoms in junior high and high school students (p < .05). Negative coping is a risk factor for depression, anxiety, stress symptoms, and trauma-related distress in junior high and high school students (p < .05). The psychological impact of the COVID-19 pandemic on teenagers and adolescents is substantial, causing more than one fifth of Chinese junior high and high school students to experience symptoms of depression, anxiety, and stress. The present study sought to examine depressive, anxiety, stress, and trauma-related distress symptoms in a sample of junior high and high school students.
cord-334256-shog0bx5	2020	DESIGN/SETTING: Focus-group discussion with 15 Children''s Hospital Young People''s Forum members (23/5) to explore their perspective on the impact of COVID-19 on both their lives and those of their community, on school closures, and the role they wished to play in society''s recovery from the pandemic. ► Young people felt recipients rather than participants in the pandemic process; they need appropriate accessible information and means by which their voices can be heard. 1. Awareness of the impact on others: Participants showed clear recognition of the effects of the pandemic and the imposed control measures on broader society, focusing mainly on three groups: the elderly, socially disadvantaged and parents. Challenges for parents: Participants discussed how competing responsibilities posed by school closure and working from home was challenging for their parents, who often lacked teaching skills and the time needed to support children with homework: (P3).
cord-335582-30rws724	2020	Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). During the COVID-19 Catalan lockdown, the instructional time received by students from different social backgrounds has been unequal, as has the educational value of the activities developed at home in non-school time. Extant research evidence based on these experiences identifies the existence of a general loss of learning connected to school absence, which can be more or less severe depending on students'' previous performance, family characteristics, age, and education pathway, among other factors. Inequalities in families'' economic, social and cultural capital impacted on student learning opportunities by different means, including school responses to the lockdown, access to digital facilities and the level of parental learning support.
cord-339164-xhyqg5u2	2020	Findings: Whilst reopening schools, in any form, results in more mixing between children, an increase in R and hence transmission of the disease, the magnitude of that increase can be low dependent upon the age-groups that return to school and the behaviour of the remaining population. Given that older children have a greater number of social contacts and hence a greater potential for transmission, our findings suggest reopening secondary schools results in larger increases in case burden than only reopening primary schools; reopening both generates the largest increase and could push R above one in some regions. We also considered the 275 sensitivity of reopening schools to other potential changes in population mixing patterns (and hence 276 different values of R) driven by other changes to the lockdown since 13th May. In each scenario, reopening schools increased the absolute number of cases, ICU admissions and deaths 278 as a result of increased transmission (Fig. 4) .
cord-342809-wrxejwms	2020	Multiple regression analysis was conducted based on the sex, education level, referral by school, and diagnosis of depression in patients in the suicidal group, which revealed significant association. We analyzed the trends and changes before and in 2012 or later, following initiation of school-based mental health projects, and compared the demographic and clinical features and sources of referral of patients visiting the mental health department for management of suicidal ideation or behavior and other chief complaints. Cross-tabulation analysis revealed significant sex-related differences based on education levels (p=0.012); however, there were no significant differences in the rates of referrals via school (p=0.772), diagnosis of depression (p=0.429), or the year of visit (before or in 2012 or later; p=0.210) ( Table 4 ). In regression analysis of patient data in the suicidal group, sex, education level, rate of referrals via school, and rate of diagnosis of depression showed significant results, while the year of visit (before or in 2012 or later) was not significant (Pseudo R 2 =0.216) ( Table 5) .
cord-343315-37821r59	2020	Through focus groups with senior education administrators across the United States, we aimed to identify potential social distancing practices beyond school closure, describe barriers to and facilitators of implementing these practices for at least 3 weeks to decrease the spread of influenza before many students become ill, and rank practices by feasibility. As shown in Tables 4 and 5 , the within-school practices most frequently perceived as feasible in both primary and secondary settings included canceling field trips (46 votes), canceling assemblies (41 votes), rearranging desks to increase space between students in the classroom (22 votes), restricting hall movement (elementary only) (20 votes), and limiting nonessential staff and visitors (19 votes). Through 36 focus groups in all 10 HHS regions, we identified and reviewed 29 social distancing practices that schools could implement in an influenza pandemic while continuing to operate.
cord-344713-jisp238l	2020	Our results show that children born in states with more reported polio cases had lower educational attainment compared to slightly older birth cohorts who would have already completed schooling before the 1916-1917 school year and that the decline in educational attainment varied depending on their age during the outbreak. To test whether the epidemic influenced the educational attainment of exposed cohorts, we match a sample of white males born between 1895 and 1916 with the 1916 polio morbidity rate in their state of birth, and the years of education they report having in the 1940 US Census (Ruggles et al. 25 Results reported in Table 7 show that including the influenza death rate and its interactions with age groups does not affect our finding that children of legal working age in states with greater numbers of polio cases had less educational attainment.
cord-345213-bbw52m97	2020	In order to foster the growth of students'' success in school in different domains (for example, school, social, relational and behavioral), Epstein''s [25] model established six types of PI: (i) parenting, which consists of taking care of the health and safety of children, developing good parenting skills in training and preparing children for school and providing a peaceful situation at home, allowing children to focus on their learning activities and complete their studies and making their homework; (ii) communicating, which involves establishing effective ways of communicating from school to home and from home to school about school programs and progress in children''s learning (e.g., sending messages or letters, phone calls, parents visiting the school, sending news by teachers and directors); (iii) volunteering, which requires the involvement of family members, with available skills to support students in their learning process, inside and outside school; (iv) learning at home, with regards to the relationship between teachers and parents to help students to learn better at home; (v) decision-making, encouraging parents to participate in decision-making to increase student academic performance (e.g., parent participation in the Parent-Teacher Association meeting) and (vi) community collaboration, which involves connections, relationships, and activities able to promote school-family-community collaboration in developing student learning.
cord-349899-3hprecor	2020	We compared seven school reopening strategies that vary the degree of countermeasures within schools to mitigate COVID-19 transmission, including the use of face masks, physical distancing, classroom cohorting, screening, testing, and contact tracing, as well as schedule changes to reduce the number of students in school. For each scenario, we calculated the percentage of schools that would have at least one person arriving at school with an active COVID-19 infection on the first day of school; the percentage of in-person school days that would be lost due to scheduled distance learning, symptomatic screening or quarantine; the cumulative infection rate for students, staff and teachers over the first three months of school; and the effective reproduction number averaged over the first three months of school within the community.
cord-350272-ivv5x206	2016	RESULTS: There was significant variation between communicable disease prevalence rates and age (X(2) (4, 0.05) = 2.458), school size (X(2) (12, 0.05) = 18.636), gender (X(2) (4, 0.05) = 5.723) and class of students (X(2) (12, 0.05) = 15.202), and bed and desk spacing (p < 0.05 at 95% CI). Age of secondary school students is a significant vulnerability factor for malaria, diarrhea, tuberculosis and pneumonia, which were the important communicable diseases most prevalent among secondary school students in Kisumu County, Kenya. Age of secondary school students is a significant vulnerability factor for malaria, diarrhea, tuberculosis and pneumonia, which were the important communicable diseases most prevalent among secondary school students in Kisumu County, Kenya.
cord-350648-y0ufxwhq	2020	The author briefly reviewed the existing literature on the mental health aspects of disasters and presents the issues related to school closures due to pandemics, from medical and socioeconomic perspectives and in terms of children''s mental health. The results of this review suggest that research on children''s mental health in relation to the adoption of school closures as a pandemic mitigation strategy is urgently needed. Although an examination of all obstacles and possible solutions may not be possible at the moment, this study reviewed the existing literature for methods (even temporary or incomplete ones) to address children''s mental health issues that are related to the COVID-19 outbreak and resultant school closures. Three topics regarding children''s mental health and school closures were examined in order to support children''s development during and after the COVID-19 outbreak: fear management, misinformation control, and strengthening resilience (Fig. 1) .
cord-353328-xuurjaz8	2020	In addition, a recent case in France of a 9-year-old child infected by SARS-CoV-2 [2] raises the issue of risk assessment for other children at a same school and/or in a same classroom. For example, based on radiofrequency identification devices (RFID) technology, it was reported that young French children (age 6 years) in a primary school [3] had a median of 500 contacts per school day and a median of 300 minutes of cumulated contact per day. Although SARS-CoV-2 is not influenza or a respiratory syncytial virus, previous studies have identified the major impact of different social contacts of children by age which could have an impact on the spread of respiratory viral infections in schools [5] . Attack rates would differ according to grade or age, which determine the different contact patterns between children and would make it possible to adapt infection control measures [6] .
cord-353445-0n51j2jo	2020	Testing of the complete school community revealed 153 students (attack rate: 13.2%) and 25 staff members (attack rate: 16.6%) who were COVID-19 positive. Testing of the complete school community revealed 153 students (attack rate: 13.2%) and 25 staff members (attack rate: 16.6%) who were COVID-19 positive. Testing of the complete school community revealed 153 students (attack rate: 13.2%) and 25 staff members (attack rate: 16.6%) who were COVID-19 positive. According to the epidemiological investigation, both students attended school during the days of 19-21 May and reported mild symptoms (anosmia, ageusia, fever and headache). With the emergence of two unrelated cases within 2 days, the district health office declared an ''outbreak status'' including school closure, isolation instructions and testing of the school community. In a study in New York State, Kawasaki-like disease and myocarditis have been linked to COVID-19 infection, with the condition termed multisystem inflammatory syndrome (MIS-C) in children [11] .