MMWR Morb Mortal Wkly Rep. 2021 Mar 19;70(11):369-376. doi: 10.15585/mmwr.mm7011a1.
In March 2020, efforts to slow transmission of SARS-CoV-2, the virus that causes COVID-19, resulted in widespread closures of school buildings, shifts to virtual educational models, modifications to school-based services, and disruptions in the educational experiences of school-aged children. Changes in modes of instruction have presented psychosocial stressors to children and parents that can increase risks to mental health and well-being and might exacerbate educational and health disparities (1,2). CDC examined differences in child and parent experiences and indicators of well-being according to children's mode of school instruction (i.e., in-person only [in-person], virtual-only [virtual], or combined virtual and in-person [combined]) using data from the COVID Experiences nationwide survey. During October 8-November 13, 2020, parents or legal guardians (parents) of children aged 5-12 years were surveyed using the NORC at the University of Chicago AmeriSpeak panel,* a probability-based panel designed to be representative of the U.S. household population. Among 1,290 respondents with a child enrolled in public or private school, 45.7% reported that their child received virtual instruction, 30.9% in-person instruction, and 23.4% combined instruction. For 11 of 17 stress and well-being indicators concerning child mental health and physical activity and parental emotional distress, findings were worse for parents of children receiving virtual or combined instruction than were those for parents of children receiving in-person instruction. Children not receiving in-person instruction and their parents might experience increased risk for negative mental, emotional, or physical health outcomes and might need additional support to mitigate pandemic effects. Community-wide actions to reduce COVID-19 incidence and support mitigation strategies in schools are critically important to support students' return to in-person learning.
2020 年 3 月，为减缓导致 COVID-19 的 SARS-CoV-2 病毒的传播，学校建筑广泛关闭，教育模式转为虚拟，基于学校的服务有所调整，学龄儿童的教育体验受到干扰。教学模式的改变给儿童和家长带来了心理社会压力，增加了心理健康和幸福感风险，并可能加剧教育和健康方面的差距（1,2）。CDC 使用全国 COVID 经历调查的数据，研究了儿童和家长体验以及幸福感指标的差异，这些差异与儿童的学校教学模式有关（即仅面对面[面对面]、仅虚拟[虚拟]或虚拟与面对面结合[结合]）。2020 年 10 月 8 日至 11 月 13 日，通过芝加哥大学 NORC 的 AmeriSpeak 小组对 5-12 岁儿童的父母或法定监护人（父母）进行了调查*，这是一个基于概率的小组，旨在代表美国家庭人口。在 1290 名有孩子就读公立或私立学校的受访者中，45.7%的人报告说他们的孩子接受虚拟教学，30.9%的人接受面对面教学，23.4%的人接受混合教学。对于涉及儿童心理健康和体育活动以及父母情绪困扰的 17 个压力和幸福感指标中的 11 个，接受虚拟或混合教学的儿童的父母发现情况比接受面对面教学的儿童的父母更差。未接受面对面教学的儿童及其父母可能面临负面心理、情绪或身体健康结果的风险增加，可能需要额外的支持来减轻大流行的影响。减少 COVID-19 发病率的全社区行动以及支持学校缓解策略对于支持学生恢复面对面学习至关重要。
