Literaturnachweis - Detailanzeige
| Autor/inn/en | Sundaram, Neisha; Bonell, Chris; Ladhani, Shamez; Langan, Sinéad M; Baawuah, Frances; Okike, Ifeanychukwu; Ahmad, Shazaad; Beckmann, Joanne; Garstang, Joanna; Brent, Bernadette E.; Brent, Andrew J.; Amin-Chowdhury, Zahin; Aiano, Felicity; Hargreaves, James |
|---|---|
| Titel | Implementation of Preventive Measures to Prevent COVID-19: A National Study of English Primary Schools in Summer 2020 |
| Quelle | In: Health Education Research, 36 (2021) 3, S.272-285 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sundaram, Neisha) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0268-1153 |
| DOI | 10.1093/her/cyab016 |
| Schlagwörter | COVID-19; Pandemics; Elementary School Teachers; Teacher Attitudes; School Safety; Foreign Countries; Prevention; School Policy; Hygiene; Classroom Environment; Recess Breaks; Scheduling; Teacher Student Relationship; Classroom Techniques; Disease Control; United Kingdom (England) |
| Abstract | We examined the feasibility of implementing preventive measures to prevent SARS-CoV-2 transmission across 105 English primary schools in summer 2020 via a survey and interviews with headteachers. High rates of implementation of most recommended measures were noted with the exception of requiring 2 m distance for students, fitting hand sanitizers in classrooms and introducing one-way systems in school corridors. Measures such as regular handwashing and stopping assemblies were considered easy to implement. Majorly challenging measures included distancing between individuals (for students: 51%, N = 99; for staff: 34%; N = 98; for parents: 26%, N = 100), spacing out desks (34%, N = 99), keeping same staff assigned to each student group (33%, N = 97) and staggering break times (25%, N = 99). Rapid implementation was facilitated by staff commitment and communication among stakeholders, but hampered by limitations with guidance received, physical environments, resources, parental adherence and balancing preventive measures with learning. Difficulties with distancing for younger children suggest that smaller bubbles with fewer distancing requirements within these may be a policy option. Schools require further financial, human resource and other support for effective implementation of preventive measures. (As Provided). |
| Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://her.oxfordjournals.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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