School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review
By Russell M. Viner, S. Russell, H. Croker, J. Packer, J. Ward, C. Stansfield, O. Mytton, C. Bonell, R. Booy. The Lancet Child & Adolescent Health, 2020
1,867 citations recorded by the source corpus.
In response to the coronavirus disease 2019 (COVID-19) pandemic, 107 countries had implemented national school closures by March 18, 2020. It is unknown whether school measures are effective in coronavirus outbreaks (eg, due to severe acute respiratory syndrome [SARS], Middle East respiratory syndrome, or COVID-19). We undertook a systematic review by searching three electronic databases to identify what is known about the effectiveness of school closures and other school social distancing practices during coronavirus outbreaks. We included 16 of 616 identified articles. School closures were deployed rapidly across mainland China and Hong Kong for COVID-19. However, there are no data on the relative contribution of school closures to transmission control. Data from the SARS outbreak in mainland China, Hong Kong, and Singapore suggest that school closures did not contribute to the control of the epidemic. Modelling studies of SARS produced conflicting results. Recent modelling studies of COVID-19 predict that school closures alone would prevent only 2–4% of deaths, much less than other social distancing interventions. Policy makers need to be aware of the equivocal evidence when considering school closures for COVID-19, and that combinations of social distancing measures should be considered. Other less disruptive social distancing interventions in schools require further consideration if restrictive social distancing policies are implemented for long periods.
Subfields: Clinical Psychology, Modeling and Simulation, Pulmonary and Respiratory Medicine
View Paper: https://www.semanticscholar.org/paper/b949ead87293b3ba1c85a620b123b793d683566a
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Citations in the corpus
- Poverty and economic dislocation reduce compliance with COVID-19 shelter-in-place protocols (2020, neutral): “Efficient implementation of shelter-inplace policies has been found to reduce social contact and risks of interpersonal COVID-19 transmission (Hsiang et al., 2020; Viner et al., 2020; Anderson et al., 2020; Bai et al., 2020; Matrajt and Leung, 2020; Allcott et al., 2020) and to improve health outcom”
- Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges (2020, background): “…Philippines had declared ECQ due to COVID-19 pandemic as well as the rules and regulations during the ECQ like the social distancing measures, which were strictly observed and implemented in schools and institutions based on observational modeling to alleviate school’s closure (Viner et al., 2020).”
- Teacher Wellbeing During a Pandemic: Surviving or Thriving? (2020, background): “New cases stemming from school transmission are regularly announced, though there remains little information on whether school closures are effective in containing COVID-19 outbreaks (Viner et al., 2020).”
- COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher (2020, background): “Effective and collaborative school district leadership was important during this transition time [22,28].”
- College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States (2020, background): “Given the body of literature and the impact on educational institutions, this paper examined student perceptions about the transition to virtual classes as a result of the COVID-19 pandemic as well as the emotional reactions experienced during the transition to virtual classes.”
- Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology (2020, background): “, 2020) and the USA (Rose, 2020), it was reported that college students experienced various problems during the COVID-19 pandemic (Viner et al., 2020).”
- Psychological impact of covid-19 crises on students through the lens of Stimulus-Organism-Response (SOR) model (2020, background): “…physical and economic health which is affected due to Covid-19 crises but it also leads to an increase in domestic violence (Boserup et al., 2020; Campbell, 2020), mental distress(Qiu et al., 2020; Torales et al., 2020; Webb, 2020), closure of education sector (Sahu, 2020; Viner et al., 2020), etc.”
- Child Development During the COVID‐19 Pandemic Through a Life Course Theory Lens (2020, background): “Although the effectiveness of school closures in curbing the pandemic continues to be debated from a public health standpoint (Viner et al., 2020), the likely impact of the pandemic on students’ derailed academic trajectories is not debatable, especially for vulnerable children such as those with…”
- Mandatory Home Education During the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders' Parents (2020, background): “Although a recently published review (Viner et al., 2020) questions the effectiveness of nationwide school closures and suggests that less disruptive social distancing interventions in schools should be considered, currently schools remain closed globally.”