COVID-19: Missing More Than a Classroom The Impact of School Closures on Children’s Nutrition

Borkowski, Artur; Correa, Javier Santiago Ortiz; Bundy, Donald; Burbano, Carmen; Hayashi, Chika; Lloyd-Evans, Edward; Neitzel, Jutta; Reuge, Nicolas

doi:10.18356/25206796-2021-01

Cited by 1 publication

(1 citation statement)

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“…Moreover, stress related to the current COVID-19 pandemic may exacerbate the impact of ACEs in Appalachian communities, due to factors such as decreased access to basic services, heightened risk of domestic violence from caregivers, social isolation, and economic challenges (16). Widespread classroom closures during the early stages of the pandemic are also predicted to have long-term consequences for the wellbeing of school-aged children, particularly those from disadvantaged or distressed populations (17,18). Finally, re-introduction to the classroom following an extended period of remote learning may also represent a source of distress for both students and school personnel (19)(20)(21).…”

Section: Introductionmentioning

confidence: 99%

Perceptions and Expectations of School-Based Professionals Surrounding School-Based Mindfulness Training in Appalachia During the COVID-19 Pandemic: A Qualitative Study

Haliwa

Layman

Coffman

et al. 2022

Front. Public Health

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BackgroundSchool-based professionals often report high burnout, particularly in geographic areas like Appalachia, where school-aged children are exposed to high levels of adverse childhood experiences, which may be exacerbated by the COVID-19 pandemic. While school-based mindfulness trainings can reduce burnout, their efficacy is influenced by the expectations of intervention personnel ahead of implementation. The present study assessed expectations and perceptions of a school-based mindfulness training among school personnel in 21 Appalachian schools during the COVID-19 pandemic.MethodsUpon enrollment in the training, staff (N = 191) responded to open ended survey questions regarding perceived impacts of COVID-19 on students, expected benefits and barriers to school-based mindfulness, and perceived community acceptance of mindfulness.ResultsSchool personnel identified social isolation and lack of structure as negative impacts of COVID-19 on students. Expected benefits of classroom mindfulness included improved coping skills, focus, and emotion regulation, whereas barriers included lack of time and student ability level (e.g., age, attention). While most respondents indicated that their community was accepting of mindfulness practices, some noted resistance to and misperceptions of mindfulness, which may illustrate the influence of local cultural norms and values on the acceptability of mental health interventions.ConclusionsOverall, these findings suggest positive expectations and relative perceived support for mindfulness practices within these Appalachian communities, including in response to negative impacts of the COVID-19 pandemic on students. Adapting practices and language to accommodate barriers such as time, student ability, and cultural misconceptions of mindfulness may increase the feasibility and efficacy of these interventions.

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