Steed, E. A., Phan, N., Leech, N., & Charlifue-Smith, R. (2022). Remote delivery of services for young children with disabilities during the early stages of the COVID-19 pandemic in the United States. Journal of Early Intervention, 44(2), 110-129.
Publication by Steed et al. (2022) evaluates the efficacy of the U.S. program that delivered classroom-based early childhood remote services to young disabled learners during the COVID-19 pandemic. A survey of 221 participants utilizing open and closed-ended questionnaires regarding the efficacy of remote learning. Outcomes from the study indicate that remote learning modified educational services by enhancing family partnerships. However, the survey identified a disparity in the quality of services learners received and a high level of educator stress. Family-centered education is elemental in the learning, development, and support of young children with disabilities.
Chen, C. Y. C., Byrne, E., & Vélez, T. (2022). Impact of the 2020 pandemic of COVID-19 on Families with School-aged Children in the United States: Roles of Income Level and Race. Journal of Family Issues, 43(3), 719-740.
A study conducted by Chen et al. (2020) examines the impacts of Covid-19 on families with school-aged children in the U.S. The study was completed using an online survey with 223 parents participating with school-aged children. Although COVID-19 is considered nondiscriminatory, the study found disparities in its consequences on white, colored, low-income, and lower-middle-income class households. Following the social and economic discrepancies, learners were disproportionately affected, with the vulnerable enduring more severe consequences. There is a need for further evaluation to address specific challenges facing diverse families and the knock-on effect of COVID-19 on inequality.
Hertz, M. F., & Barrios, L. C. (2021). Adolescent mental health, COVID-19, and the value of school-community partnerships. Injury Prevention, 27(1), 85-86.
Research by Hertz & Barrios (2021) highlights the impacts of COVID-19 on youth and adolescent populations while assessing how school-community partnerships would be instrumental in improving youths’ mental health. Statistical data for the study is drawn from the Youth Risk Behavior Surveillance System data and the Centers for Disease Control (CDC). The worsening mental health status of youth in the U.S. implicates the learning, safety, and general well-being of students (Hertz & Barrios, 2021). Findings from the publication reveal that schools cannot solely identify youth challenged by mental health; hence, partnerships with the community are necessary for intensive intervention.