Returning to School: Separation Problems and Anxiety in the Age of Pandemics

Scholarship on adult education throughout the life course focuses on the relationship between education and upward mobility. Scholars rarely examine how adults’ educational aspirations or trajectories are affected by downward mobility or an increasingly precarious labor market. Drawing on in-depth qualitative interviews with 21 job seekers in the post–Great Recession labor market in the United States, this article advances the concept of educational downgrading: returning to school in pursuit of a credential lower than the highest level of education one previously sought or attained. We explore three pathways to downgrading connected to downward mobility: occupational dead ends, career reversals, and educational inflation. In the process, we highlight how individuals adjust their practical educational aspirations as they navigate a contemporary economy in which careers are unstable and credentials are needed for many kinds of jobs across the occupational hierarchy.

Download Full-text

School Nurse Perspectives on COVID-19

The Journal of School Nursing ◽

10.1177/1059840521992054 ◽

2021 ◽

pp. 105984052199205

Author(s):

Alicia M. Hoke ◽

Chelsea M. Keller ◽

William A. Calo ◽

Deepa L. Sekhar ◽

Erik B. Lehman ◽

...

Keyword(s):

Health Communication ◽

School Nurse ◽

School Nurses ◽

Vital Role ◽

School Building ◽

Regression Analyses ◽

Pandemic Preparedness ◽

Communication Practices ◽

Returning To School ◽

The Impact

Pennsylvania responded to the COVID-19 pandemic by closing schools and moving to online instruction in March 2020. We surveyed Pennsylvania school nurses ( N = 350) in May 2020 to assess the impact of COVID-19 on nurses’ concerns about returning to school and impact on practice. Data were analyzed using χ2 tests and regression analyses. Urban school nurses were more concerned about returning to the school building without a COVID-19 vaccine than rural nurses ( OR = 1.58, 95% CI [1.05, 2.38]). Nurses in urban locales were more likely to report being asked for guidance on COVID-19 ( OR = 1.69, 95% CI [1.06, 2.68]), modify communication practices ( OR = 2.33, 95% CI [1.42, 3.82]), and be “very/extremely concerned” about their safety ( OR = 2.16, 95% CI [1.35, 3.44]). Locale and student density are important factors to consider when resuming in-person instruction; however, schools should recognize school nurses for their vital role in health communication to assist in pandemic preparedness and response.

Download Full-text

A complex mixing matrix estimation algorithm in under-determined blind source separation problems

Signal Image and Video Processing ◽

10.1007/s11760-016-0937-y ◽

2016 ◽

Vol 11 (2) ◽

pp. 301-308 ◽

Cited By ~ 5

Author(s):

Yibing Li ◽

Wei Nie ◽

Fang Ye ◽

Qiuying Wang

Keyword(s):

Blind Source Separation ◽

Source Separation ◽

Estimation Algorithm ◽

Matrix Estimation ◽

Mixing Matrix ◽

Mixing Matrix Estimation ◽

Separation Problems

Download Full-text

HOMING IN ON CHILDREN'S TEST SCORES

PEDIATRICS ◽

10.1542/peds.84.4.a79 ◽

1989 ◽

Vol 84 (4) ◽

pp. A79-A79

Keyword(s):

Standardized Tests ◽

School System ◽

Test Scores ◽

Child Custody ◽

Child Support ◽

Adult Life ◽

Returning To School ◽

At Home

When will we wake up to the possibility that our children's problems at school might be a reflection of greater problems at home? I have been fortunate in creating security in my adult life and returning to school, to find that subjects that baffled and terrified me as a child are now much more easily comprehended. Childhood anxieties that interfered with my ability to learn were not unrelated to my parents' bitter and protracted divorce and child-custody battles, late child-support payments or visits to our house by the sheriff threatening my mother, working two jobs, with arrest for bounced grocery checks. Education begins in the home; the school system is at best a helping hand. The brightest of my children may fail to shine on the most standardized tests when they wake up every morning to an empty house of tears and disintegrated values.

Download Full-text

The perils of returning to school—New insights into the impact of school holidays on youth suicides

Economics of Education Review ◽

10.1016/j.econedurev.2021.102205 ◽

2022 ◽

Vol 86 ◽

pp. 102205

Author(s):

Chandler Vincent ◽

Heger Dörte ◽

Wuckel Christiane

Keyword(s):

Returning To School ◽

The Impact

Download Full-text

VA TBIMS Study of Mental Health and Functional Characteristics of Military/Veterans Returning to School

Archives of Physical Medicine and Rehabilitation ◽

10.1016/j.apmr.2015.08.064 ◽

2015 ◽

Vol 96 (10) ◽

pp. e21

Author(s):

Marc A. Silva ◽

Kristina M. Martinez ◽

Margaret Schmitt ◽

Courtney Lynn ◽

Christina (Tina) Dillahunt-Aspillaga ◽

...

Keyword(s):

Mental Health ◽

Military Veterans ◽

Functional Characteristics ◽

Returning To School

Download Full-text

Voices We Forget—Danish Students Experience of Returning to School Following Parental Bereavement

OMEGA - Journal of Death and Dying ◽

10.1177/0030222816679660 ◽

2016 ◽

Vol 78 (1) ◽

pp. 24-42 ◽

Cited By ~ 5

Author(s):

Martin Lytje

Keyword(s):

Focus Group ◽

Data Collection ◽

Return To School ◽

Parental Bereavement ◽

Focus Group Interviews ◽

Academic Challenges ◽

Two Phases ◽

Group Interviews ◽

Returning To School

This study explores how Danish students experience returning to school following parental bereavement. Eighteen focus group interviews with 39 participants aged 9 to 17 years were conducted. All participants had experienced the loss of a primary caregiver. Data collection was divided into two phases. In Phase I, 22 participants from four grief groups were interviewed 4 times over the course of a year. During Phase II, confirmatory focus groups were undertaken with the 17 participants. This article explores findings related to the four themes of initial school response, long-term support, challenges within the class, and academic challenges. The study found that (a) students struggle to reconnect with classmates following the return to school and often feel alone, (b) schools fail to have guidelines in place for what they are allowed to do if becoming sad the class, and (c) schools seem to forget their loss as time passes.

Download Full-text