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Pages 33-56

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From page 33...
... " Teachers and administrators wound up having to deal with quarantin ing, contact tracing, and a myriad of things they had no experience with, all while learning to transition to a remote learning environment along with their students. Participants noted changes in social interactions among their students during the pandemic.
From page 34...
... 34 ADDRESSING THE LONG-TERM EFFECTS OF THE COVID-19 PANDEMIC regulations, or spending time talking with friends in the hallway be tween classes. There has been this huge loss of social and emotional development that is a core part of the normal high school experience that they've missed because of the pandemic.
From page 35...
... INTRODUCTION 35 on children involved in the juvenile justice system. Participants noted that staffing shortages resulted in decreased educational opportunities and social isolation for children in the juvenile justice system.
From page 36...
... The trauma associated with the high death rates among all tribal mem bers are added to the historical trauma already faced by our communi ties. Participants noted that prepandemic, tribal communities struggled to receive federal support.
From page 37...
... . Child development during the COVID-19 pandemic through a life course theory lens.  Child Development Perspectives,  14(4)
From page 38...
... . The care burden during COVID-19: A national database of child care closures in the United States.
From page 39...
... . Latest data on COVID-19 vaccinations race/ethnicity.  Kaiser Family Foundation.
From page 40...
... JAMA Pediatrics, 174(11)
From page 41...
... It came in the context of existing patterns of inequities and marginalization, known as structural racism, which intensified the pandemic's impact for low-income and racially and ethnically minoritized children and their families. Structural racism refers to a system in which historical and contemporary public policies, institutional practices, cultural representations, and other norms work in different, often reinforcing ways, to maintain or compound racial inequalities (the National Academies of Sciences, Engineering, and Medicine [the National Academies]
From page 42...
... The relationships between these intersecting events are not entirely clear. For example, drug overdose deaths rose significantly as the pandemic emerged (Macmadu et al., 2021; Brener et al., 2022)
From page 43...
... FIGURE 2-1  Timeline of the COVID-19 pandemic and other major social events. NOTES: CARES Act, Coronavirus Aid, Relief, and Economic Security Act; CDC, Centers for Disease Control and Prevention; WHO, World Health Organization.
From page 44...
... . At the same time, low-income and racially and ethnically minoritized persons were more likely to be exposed to risks, such as living in crowded conditions, holding jobs that could not be performed remotely, and working in publicfacing occupations (Dorn et al., 2020; Webb Hooper et al., 2020; García et al., 2022)
From page 45...
... . The next level, second from the outermost circle, represents social, economic, cultural, and environmental states (i.e., the social determinants FIGURE 2-2  Socioecological model of development across the life course.
From page 46...
... The authors concluded that historical trauma may contribute to mental health disparities, through heightened psychological stress responses to life stressors. They also note that social support appears to moderate this relationship.
From page 47...
... , anchored in birth years beginning in 2000. The figure focuses on the individual level, where time is represented by ages, life stages, and ecologically salient developmental tasks (e.g., the start of elementary school or high school)
From page 48...
... 48 FIGURE 2-3  A life-course view of COVID-19 developmental effects. NOTE: See Figure 2-1 (above)
From page 49...
... . This framework recognizes that individuals experience not only specific mental health conditions such as anxiety or depression, but also a wide range of psychological, behavioral, developmental, and societal responses to danger.
From page 50...
... The signature of the event includes objective features regarding the type and magnitude of the event, including a compilation of the dangers; the extent of destruction, morbidity, and mortality; the nature and extent of immediate psychological consequences; the impact on infrastructure, resource loss, and economic disruption; and the impact on the workforce, community leadership, family structure and functioning, and developmental opportunities or achievements. These factors may be more 3See National Child Traumatic Stress Network: https://www.nctsn.org/resources/12-core concepts-concepts-understanding-traumatic-stress-responses-children-and-families 4 We note that the research summarized here necessarily covers only what is available and is consequently geographically bounded and limited to certain populations.
From page 51...
... , for example, found that variables, including separation from a caregiver and evacuating to a shelter, were associated with post-traumatic stress symptoms in 7- to 19-year-old students 2 years after Hurricane Katrina.
From page 52...
... Based on studies of war, it is known that exposure to injury of close family members predicts child developmental problems, and since racial and economic disparities predict exposure to injury of close family members, it is highly likely that the long-term effects on development would be more pronounced among children in racially and minoritized communities. Children have also had experiences of intercurrent danger, trauma, and loss, including child abuse, witnessing of interpersonal violence, racism, bullying, and deaths of family members from other causes (Krause et al., 2022; Mpofu et al., 2022)
From page 53...
... One international COVID-19 study has documented the increased rate of traumatic stress reactions among worried children of health care providers (Sayed et al., 2021)
From page 54...
... .7 Perhaps the most pronounced dose-of-exposure disparities from the pandemic are among racially and ethnically minoritized children. According to the same study, racially and ethnically minoritized children account for 65 percent of those who have lost a primary caregiver because of COVID-19, with American Indian and Alaska Native children 4.5 times as likely as White children to have lost a parent or caregiver, Black children 2.4 times as likely, and Hispanic children almost two times as likely (Hillis et al., 2021)
From page 55...
... . After a thorough scientific review by the American Psychiatric Association, the decision noted above to include children in the diagnosis category of prolonged grief disorder highlights the risk of a grief-related condition occurring among these children, including prolonged grief symptoms; developmental disturbances; and chronic impairments in school, family, and peer domains.
From page 56...
... Those disparities reflect several factors, including social determinants of health; structural resource deficiencies due to long-standing inequities and racism; and, in the case of Indigenous communities, failure of the United States to uphold its obligations to tribal nations. Children in families and communities disproportionately affected by the pandemic (i.e., that experienced a greater dose of exposure)


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