Center for School and Community Partnerships, College of Education, Boise State University, 1910 University Drive, Boise, ID 83725-1742, USA.
Department of Population Health Sciences, School of Medicine, Duke University, 705 Broad Street, Durham, NC 27705, USA.
Int J Environ Res Public Health. 2021 Dec 27;19(1):279. doi: 10.3390/ijerph19010279.
During spring of 2020, the COVID-19 pandemic and accompanying public health advisories forced K-12 schools throughout the United States to suspend in-person instruction. School personnel rapidly transitioned to remote provision of academic instruction and wellness services such as school meals and counseling services. The aim of this study was to investigate how schools responded to the transition to remote supports, including assessment of what readiness characteristics schools leveraged or developed to facilitate those transitions. Semi-structured interviews informed by school wellness implementation literature were conducted in the spring of 2020. Personnel ( = 50) from 39 urban and rural elementary schools nationwide participated. The readiness = motivation capacity (R = MC) heuristic, developed by Scaccia and colleagues, guided coding to determine themes related to schools' readiness to support student wellness in innovative ways during the pandemic closure. Two distinct code sets emerged, defined according to the R = MC heuristic (1) Innovations: roles that schools took on during the pandemic response, and (2) Readiness: factors influencing schools' motivation and capacity to carry out those roles. Schools demonstrated unprecedented capacity and motivation to provide crucial wellness support to students and families early in the COVID-19 pandemic. These efforts can inform future resource allocation and new strategies to implement school wellness practices when schools resume normal operations.
2020 年春季，COVID-19 大流行及其伴随的公共卫生建议迫使美国各地的 K-12 学校暂停面授教学。学校人员迅速过渡到远程提供学术指导和健康服务，如学校膳食和咨询服务。本研究旨在调查学校如何应对向远程支持的过渡，包括评估学校利用或开发哪些准备特征来促进这些过渡。2020 年春季，根据学校健康实施文献进行了半结构化访谈。来自全国 39 所城市和农村小学的 50 名人员参与了研究。Scaccia 及其同事开发的准备 = 动机能力（R = MC）启发式方法指导编码，以确定与学校在大流行关闭期间以创新方式支持学生健康的准备情况相关的主题。根据 R = MC 启发式方法，出现了两个不同的代码集：（1）创新：学校在大流行应对期间承担的角色，（2）准备：影响学校实施这些角色的动机和能力的因素。学校在 COVID-19 大流行早期表现出前所未有的能力和动机，为学生和家庭提供至关重要的健康支持。这些努力可以为未来的资源分配和学校恢复正常运营时实施学校健康实践的新策略提供信息。
