We aim to review and categorize these four SAPs, associated factors of decreased student attendance, and the impact of this disruption amidst the COVID-19 pandemic. Currently, no studies exist that directly address the effect of COVID-19 on SAPs, academic performance, or child mental health and functioning. Additionally, school refusal can be attributed to parental fear of their children being susceptible to COVID-19 associated multisystem inflammatory syndrome. Currently, some studies are being conducted that analyze transmission and attendance rates in children returning to school, in-person or online, after periods of abrupt closure. There are four types of SAPs: school refusal, truancy, school withdrawal and school exclusion. Prior to the COVID-19 pandemic, self-reported school absences in a population of 4344 Belgian students found that of those with one unauthorized absence from school: 49.4% were categorized as truant, 17.4% as school refusal and 33.2% as school withdrawal. School refusal, truancy, school withdrawal and school exclusion are considered SAPs. Limited studies evaluate the socioeconomic and personal factors behind SAPs associated with the COVID-19 pandemic. Here and elsewhere, amid a race to re-engage students in learning, the desire to find new ways of approaching school has collided with the need to just make it through another trying week.Disputed education and school attendance problems (SAPs) during the Coronavirus Disease 2019 (COVID-19) pandemic may tremendously impact child health and education. Such setbacks have played out across the country, in district after district, at school after school. COVID has waned and surged, exploding any semblance of certainty. It was supposed to be a time to start reinventing public education for teens like Richards High School senior Keshaun Arnold and the other students Richards serves: half of them Black, another half Latino, almost all from low-income families, a third learning English as a second language, and another third without a stable place to live.Īt Richards, a tough comeback has overwhelmed the students and staff. Here is a collection of our stories and photographs documenting the lived experiences of school communities during COVID.įor schools across the country, this school year was supposed to be the moment to recoup academic ground lost during the pandemic and tend to the outbreak’s traumas before high school careers and lives got derailed. We’ve also shared stories of resilience, success, and joy. We’ve shared with our readers the chaos of school closures and re-openings, the mental health struggles of grieving and isolated families, and the staff shortages that many districts are confronting. More than two years into the global health crisis, our nation’s schools - teachers, staff, and the students and families they serve - are still dealing with challenges.Ĭhalkbeat journalists have documented the difficulties school communities have faced and are still facing. Since then, COVID has demanded a wide range of responses, from stay-at-home orders and shuttered institutions to mask mandates and testing protocols. By March of that same year, the novel coronavirus was declared a pandemic. The world was warned about a rash of pneumonia-like infections clustered in Wuhan, China, about a week into 2020. The fight to rebuild school communities after years of pandemic-era uncertainty.
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