This research project is providing estimates of 1) school engagement since March 2020 for children with and without developmental disabilities in Arizona, with efforts to sample widely from schools across the state varying in racial and socioeconomic backgrounds and 2) the impact of school closures (including closure length) on learning outcomes, psychosocial health, and family stress and functioning. Through a rich existing longitudinal dataset of children with and without Down syndrome, we will examine the pre-pandemic child and family factors that related to school service utilization and learning outcomes. Finally, we will provide a state-wide forum to discuss parent and teacher perspectives regarding virtual learning during the pandemic; these discussions will be qualitatively analyzed to allow for a report of the barriers and supports to effective virtual learning in children with and without disabilities. This project will deliver a report of the scope of the disruption in Arizona, including child and family impacts as well as a description of the barriers encountered during the school closures. Concurrent and pre-existing factors relating to greater resilience will be documented and approaches that were considered most effective will be disseminated widely for educators and parents to access.
Psychosocial Impacts of the Pandemic School Closures in Youth with Developmental Disabilities
Need
The COVID-19 Pandemic forced extensive social disruption that led to virtual communication and learning solutions, including widespread school closures (Gross, B., & Opalka, 2020). Virtual learning has been considered non-optimal for many school children, with research suggesting that many have demonstrated learning regression across the pandemic. Furthermore, over this transition, many school-age children have faced social isolation from peers and friends which has resulted in increased loneliness and potential for increased suicidal ideation particularly in teens (Hertz & Barrios, 2020). The impact of the pandemic school closures has disproportionately affected children with developmental disabilities and those with racial and economic disparity. In Arizona, we have seen some of the most severe time lengths for school closures, with some schools closed continuously since March. In order to address current issues voiced by teachers and parents and to be prepared for future pandemics, or subsequent lockdowns from COVID-19 and its variants, we need to better understand the impact of the pandemic on school delivery and how we may best support virtual educational solutions.
Proposed Solution
We propose to 1) define the extent of the educational disruption in Arizona for children with and without disabilities, including impacts on mental health, and 2) provide documentation of strategies that may broadly assist the educational community during pandemics. In order to provide evidence toward better learning outcomes for all children during pandemics, we will characterize the extent that the pandemic transition to virtual learning has impacted children with and without developmental disorders and their families in Arizona. Longitudinal outcomes for learning, psychosocial health, and family stress will be evaluated. We will also provide evidence regarding the factors that have related to greater resilience to these transitions. Further, we aim to explore approaches to virtual instruction that might allow for better outcomes for those with a developmental disability, both in the coming months as well as in planning for future lockdowns or closures.
Statement of Work
Collaborators
