Formosa Valeria, Flammini Azzurra Maria, Marfurt Carlo, Abbondanzieri Alessio, Ambrosone Cristina, Bongiovanni Andrea, Ciardiello Martina, De Angelis Federica, Mantia Francesco Ettore, Santolini Giulia, Perra Alberto
Department of Biomedicine and Prevention, University of Rome 'Tor Vergata', Rome (Italy);
Department of Biomedicine and Prevention, University of Rome 'Tor Vergata', Rome (Italy).
Epidemiol Prev. 2025 Jan-Feb;49(1):27-34. doi: 10.19191/EP25.1.A749.003.
to describe the 'IDA' study, which aims to estimate the prevalence of School Readiness Vulnerability (SRV) in children at the beginning of primary school and the associated socioeconomic characteristics, to stimulate the attention of decision-makers on the consequences of the COVID-19 pandemic and the need for specific and timely interventions by the school community, thus preventing negative effects on children's present and future health.
cross-sectional study based on a random sample of children extracted using the cluster sampling technique on the first primary school classes.
in October 2022, the IDA study assessed the SRV prevalence and associated risk factors in 628 children of the Lazio Region, aged 67-89 months, 328 males and 292 females.
the individual school readiness score was calculated by a validated questionnaire (Early Identification of Learning Difficulties, IPDA); socioeconomic characteristics were measured by administering a questionnaire to parents (child's age, kindergarten attendance, parents' education, parents' occupation).
the SRV prevalence was 44.9%. The most affected development areas were motor skills, pre-mathematics, and pre-literacy. SRV was associated with low educational levels of the mother, father, or both parents, and maternal and paternal unemployment. The comparison with reference values (pre-pandemic) places the subjects studied one year behind in terms of psycho-motor development.
because of potential negative effects, institutions and stakeholders need to intervene to promote children's reinforcement activities and equity of access to education.
