School reopening during COVID-19 pandemic: Considering students with disabilities

Brandenburg, Joline E.; Holman, Lainie; Apkon, Susan; Houtrow, Amy J.; Rinaldi, Robert; Sholas, Maurice

doi:10.3233/prm-200789

Cited by 33 publications

(23 citation statements)

References 29 publications

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“… 4 , 9 , 10 , 12 School systems, providing education, therapies, and support services for children with motor impairment, also faced challenges in quickly adapting quality in-person services to be delivered remotely. 13 …”

mentioning

confidence: 99%

Disrupted Access to Therapies and Impact on Well-Being During the COVID-19 Pandemic for Children With Motor Impairment and Their Caregivers

Sutter

Francis

et al. 2021

Am J Phys Med Rehabil

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mentioning

confidence: 99%

Disrupted Access to Therapies and Impact on Well-Being During the COVID-19 Pandemic for Children With Motor Impairment and Their Caregivers

Sutter

Francis

et al. 2021

Am J Phys Med Rehabil

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“…In the four schools, varied levels of successful mitigation were observed, and the degree of success was related to socioeconomic factors and regional levels of COVID-19 infection. The key challenge, of course, is balancing the damaging effects of school closures, which in the U.S. and throughout the world have adversely impacted low-income school-aged children and those with disabilities, 36,37 with the consequences of SARS-CoV-2 transmission to other learners and school staff. In retrospect, a larger, arguably national, more comprehensive approach to prospectively collecting SARS-CoV-2 infection patterns in school-aged children, their school staff and faculty, and family contacts would likely have provided the necessary information to achieve the shared goal of the healthiest environment for the continued education and physical and mental health of children and adolescents throughout the country.…”

Section: Resultsmentioning

confidence: 99%

SARS-CoV-2 Acquisition and Immune Pathogenesis Among School-Aged Learners in Four Diverse Schools

Zulu

Jankeel

Ibraim

et al. 2021

Preprint

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Objectives. To directly measure SARS-CoV-2 infection in diverse schools with either remote or onsite learning. Methods. 4 schools participated. Schools A and B served low-income Hispanic learners, school C special needs, and all three provided predominantly remote instruction. School D served middle and upper-middle income, White learners, with predominantly onsite instruction. 320 learners [10.5+/-2.1(SD); 7-17 y.o.]; 86% had phlebotomy. Testing occurred early in the fall (2020), at lower levels of COVID-19, and 6-8 weeks later during the fall-winter surge (tenfold increase in COVID-19 cases). Results: Nasal RT-qPCR for SARS-CoV-2 and 21 respiratory pathogens was performed. Phlebotomy was obtained for circulating immunity. Face covering and physical distancing fidelity was measured by direct observation. 17 learners were SARS-CoV-2 positive during the surge. School A (97% remote) had the highest infection rate (9/70, 12.9%, p<0.01) and IgG positivity rate (13/70, 18.6%). School D had the lowest infection and IgG positive rate (1/86, 1.2%). Mitigation compliance [physical distancing (mean 87.4%) and face covering (91.3%)] was high at all schools. Learners with documented SARS-CoV-2 infection had neutralizing antibodies (94.7%), broad and robust interferon-gamma T cell responses, reduced frequencies of monocytes, and lower levels of circulating inflammatory mediators. Conclusions: Infection in the schools reflected regional rates rather than remote or onsite learning modalities. Schools can implement successful mitigation strategies across a wide range of income, school-type, and student diversity. Reduced monocyte and immune mediator concentrations coupled with robust humoral and cellular immunity may explain the generally milder symptoms in school-aged children.

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“…Varied levels of successful infection prevention were observed in the four diverse schools studied that had differences in income level and regional levels of COVID-19 infection. The key challenge, of course, is balancing the damaging effects of school closures, which in the U.S. and throughout the world have adversely impacted low-income school-aged children and those with disabilities 38 , 39 , with the consequences of SARS-CoV-2 transmission to other learners and school staff. In retrospect, a larger, arguably national, more comprehensive approach to prospectively collecting SARS-CoV-2 infection patterns in school-aged children, their school staff and faculty, and family contacts would likely have provided the necessary information to achieve the shared goal of the healthiest environment for the continued education and physical and mental health of children and adolescents throughout the country.…”

Section: Discussionmentioning

confidence: 99%

SARS-CoV-2 acquisition and immune pathogenesis among school-aged learners in four diverse schools

et al. 2021

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Background Understanding SARS-CoV-2 infection in children is necessary to reopen schools safely. Methods We measured SARS-CoV-2 infection in 320 learners [10.5 ± 2.1 (sd); 7–17 y.o.] at four diverse schools with either remote or on-site learning. Schools A and B served low-income Hispanic learners; school C served many special-needs learners, and all provided predominantly remote instruction. School D served middle- and upper-income learners, with predominantly on-site instruction. Testing occurred in the fall (2020), and 6–8 weeks later during the fall-winter surge (notable for a tenfold increase in COVID-19 cases). Immune responses and mitigation fidelity were also measured. Results We found SARS-CoV-2 infections in 17 learners only during the surge. School A (97% remote learners) had the highest infection (10/70, 14.3%, p < 0.01) and IgG positivity rates (13/66, 19.7%). School D (93% on-site learners) had the lowest infection and IgG positivity rates (1/63, 1.6%). Mitigation compliance [physical distancing (mean 87.4%) and face-covering (91.3%)] was remarkably high at all schools. Documented SARS-CoV-2-infected learners had neutralizing antibodies (94.7%), robust IFN-γ + T cell responses, and reduced monocytes. Conclusions Schools can implement successful mitigation strategies across a wide range of student diversity. Despite asymptomatic to mild SARS-CoV-2 infection, children generate robust humoral and cellular immune responses. Impact Successful COVID-19 mitigation was implemented across a diverse range of schools. School-associated SARS-CoV-2 infections reflect regional rates rather than remote or on-site learning. Seropositive school-aged children with asymptomatic to mild SARS-CoV-2 infections generate robust humoral and cellular immunity.

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School reopening during COVID-19 pandemic: Considering students with disabilities

Cited by 33 publications

References 29 publications

Disrupted Access to Therapies and Impact on Well-Being During the COVID-19 Pandemic for Children With Motor Impairment and Their Caregivers

Disrupted Access to Therapies and Impact on Well-Being During the COVID-19 Pandemic for Children With Motor Impairment and Their Caregivers

SARS-CoV-2 Acquisition and Immune Pathogenesis Among School-Aged Learners in Four Diverse Schools

SARS-CoV-2 acquisition and immune pathogenesis among school-aged learners in four diverse schools

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