Saliva-Based, COVID-19 RT-PCR Pooled Screening Strategy to Keep Schools Open

Background: As of March 2020, governments throughout the world implemented business closures, work from home policies, and school closures due to exponential increase of coronavirus disease 2019 (COVID-19) cases, leaving only essential workers being able to work on site. For most of the children and adolescent school closures during the first lockdown had significant physical and psychosocial consequences. Here, we describe a comprehensive Return to School program based on a behavior safety protocol combined with the use of saliva-based reverse transcriptase-polymerase chain reaction (RT-PCR) pooled screening technique to keep schools opened. Methods: The program had 2 phases: before school (safety and preparation protocols) and once at school (disease control program: saliva-based RT-PCR pooled screening protocol and contact tracing). Pooling: Aliquots of saliva from 24 individuals were pooled and 1 RT-PCR test was performed. If positive, the initial 24-pool was then retested (12 pools of 2). Individual RT-PCR tests from saliva samples from positive pools of 2 were performed to get an individual diagnosis. Results: From August 31 until December 20, 2020 (16-wk period) a total of 3 pools, and subsequent 3 individual diagnosis of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) disease were reported (2 teachers and 1 staff). Conclusion: Until COVID-19 vaccine can be administered broadly to all-age children, saliva-based RT-PCR pooling testing is the missing piece we were searching for to keep schools opened.

Moral values in Sarah Fielding's novel “The Governess, or the Little Female Academy”

This article deals with the moral values and social issues described in the school story of the famous English writer Sarah Fielding “The Governess, or the Little Female Academy”, which is considered one of notable works written specifically for children in the Age of Enlightenment. The article examines some of the components of the genre “School Story” – the traditional opening and description of the daily routine of an educational institution for girls, plot twists, certain characters, etc. At the same time, following Sarah Fielding’s ideas, the author scrutinises the issue of children's reading and the need to discuss its content with adults. Using the examples of the wards' stories about their life before school, the problem of interpersonal relations of characters is analysed – within a family, with parents, brothers and sisters, other relatives, governesses and servants; whereas outside it, with representatives of various social groups. Much attention is paid to the depiction of behaviour etiquette and constant striving for perfection, as well as control over various emotions. As a result of the study, it is concluded that school stories are useful for young readers due to their topicality and positive general attitude, which allows adolescents to overcome numerous life difficulties during the formation and development of their personalities.

The Existence of the Development of Integrated Islamic Education Institutions (SDIT) and Madrasah in Purwodadi Village

This research aims to analyze the problem of the development of integrated Islamic elementary schools and madrasah in purwodadi village. The approach used is a descriptive approach to analysis of qualitative data. In addition, the data collection techniques used in the study used observation, interviews and documentation. The result of this study is the problem of the development of Islamic-based school trends (SDIT) that have an impact on madrasah. Purwodadi Village has 1 General Kindergarten and 2 TKIT, elementary school consists of 2 State Elementary Schools and 2 SDIT and Madrasah Ibtida'iyah (MI) only 1. So that the total elementary school age education institution in one village has 4 elementary schools. The development of an Integrated Islamic school in purwodadi village had an impact on madrasah. One of the advantages of SDIT has learning programs such as memorization of quran and hadith, sunnah Dhuha prayer before starting learning activities, murojaah, dzuhur prayer before school, Friday almsgiving, and other activities. These activities are then a special consideration for parents in choosing educational institutions for their children. While madrasah does not have an activity program that supports learning such as in SDIT. One of the effects is the reduced interest of students who attend madrassas. This is because of the trend of Islamic schools that develop in the village with a variety of learning programs offered.

Do migration-related gaps find their roots in the period before formal schooling? A path-model of educational achievement in primary school

Education is key to the structural integration of immigrants and their children. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about when, how and why migrant gaps develop. Hitherto, longitudinal research on skill gaps is scarce. The current paper adds to the literature by investigating how much of the migration-related disparities found during primary school can be attributed to inequalities that already existed before school life. To do so, it uses structural equation modelling and draws on a national longitudinal study of children in Ireland. Results indicate that migration-related disparities largely find their roots in the period before formal schooling, after which they remain relatively stable or even decrease. This implies that researchers and policymakers may want to focus their efforts on the period proceeding primary school.

Effects of school-based before-school physical activity programmes on children’s physical activity levels, health and learning-related outcomes: a systematic review

ObjectiveTo review and evaluate the impact of school-based, before-school physical activity (PA) programmes on children’s PA levels, health and learning-related outcomes.DesignSystematic review.Data sourcesPubMed, PsycINFO, Scopus, Embase and ERIC were searched in January 2021.Eligibility criteria for selecting studies(1) Original research published in English, (2) sample included typically developing school-age children and/or adolescents, (3) examined school-based PA programmes delivered before school, (4) included a comparator and (5) reported associations with PA, physical health, learning-related and/or psychosocial outcomes. Studies examining before-school active transport or sport were excluded.ResultsThirteen articles representing 10 studies were included (published 2012–2020); seven conducted in primary schools. Programmes ranged between 3 weeks and 6 months, primarily operating daily and for 25–40 min. One study examined a programme informed by theory; six incorporated fidelity measures. Data synthesis, considering consistency of findings, showed indeterminate associations for the domains of physical health, learning-related and psychosocial outcomes. Among subdomains, synthesis showed positive associations with before-school and daily PA, cardiorespiratory and muscular fitness, readiness to learn and an inverse association with adiposity. Risk of bias was high/serious or insufficiently detailed across studies and outcome domains, except PA, which included moderate-risk studies.ConclusionThere is limited available evidence on school-based, before-school PA programmes, with some positive associations at domain and subdomain levels. Continued research is justified to understand the role of before-school programmes for facilitating PA. Future research should follow recommended practice for intervention design and process evaluation, and address under-represented contexts, including secondary schools.PROSPERO registration numberCRD42020181108.

SARS-CoV-2 PCR and antibody positivity among school staff at the beginning and end of the first school term

Background There is controversy regarding the role of in-person attendance in schools and transmission of the SARS-CoV-2 pandemic. Several studies have demonstrated no increase in transmission, while some have reported large outbreaks with in-person attendance. We determined the incidence and risk factors for SARS-CoV-2 infection among school staff after one school term. Methods Nasopharyngeal swabs (NPS) for SARS-CoV-2 RT-PCR and blood for SARS-CoV-2 antibody testing were obtained from staff at a large international school in Qatar at the beginning of the 2020–2021 school year and repeated at the end of the first term. Results A total of 376 staff provided samples for testing. At the beginning of the 2020–2021 school year, the PCR positivity for SARS-CoV-2 was 13%, while seropositivity was 30.1%. A majority of those who tested positive either by PCR or serologically, were non-teaching staff. At the end of the first school term four months later, only 3.5% of the initially antibody-negative staff had seroconverted. In multivariable logistic regression analysis, male gender (OR 11.48, 95%CI 4.77–27.64), non-teaching job category (OR 3.09, 95%CI 1.10–8.64), contact with a confirmed case (OR 20.81, 95%CI 2.90–149.18), and presence of symptoms in the preceding 2 weeks [1–2 symptoms OR 4.82, 95%CI 1.79–12.94); ≥3 symptoms OR 42.30, 95%CI 3.76–476.43) independently predicted SARS-CoV-2 infection in school staff before school starting. Conclusion Male gender, non-teaching job, presence of symptoms, and exposure to a confirmed case were associated with higher risk of infection. These data can help policymakers in determining the optimal strategy for school reopening.

School Nurses’ Reports on Reopening Roles, Practices, and Concerns During the COVID-19 Pandemic at the Start of the 2020–2021 School Year

The COVID-19 pandemic has caused major disruptions to U.S. school systems since March 2020. To facilitate our understanding of how school nurses participated in school reopening and what support school nurses needed beginning the 2020–2021 school year during the COVID-19 pandemic, we conducted a national survey in late summer 2020. A sample of 747 school nurses from 43 states responded to an online survey about roles, practices, and concerns. Over one-third (36.9%) reported not being included in school reopening planning. Mitigation practices reported by respondents primarily included measuring temperatures of students before school (21.3%), mask wearing by students (79.9%), and 6 feet social distancing (76.7%). The respondents’ greatest concerns were the educational impact on students with individualized education plans, parents sending children to school with COVID-19 symptoms, and the economic impact on families. Our results point to opportunities for greater school nurse involvement, improvements in practices, and measures to address school nurses’ concerns.

Vaccination Schedules

First vaccines and vaccination schedules were based on “trial and error” and on immunogenicity data (serology). Latest since the 1990s, vaccination schedules are based on well-defined phase 1–3 development programs as basis for licensure of any new product. Vaccination schedules must bear in mind the epidemiology of the targeted disease; the biology of available vaccine product(s); local opportunities to vaccinate; monitoring for the desired outcome. There are 4 basic primary vaccination schedules for children, based on historical development and local needs. Birth doses are recommended with BCG and hepatitis B vaccine. Dosing in the 2nd year of life is usually needed for long term-protection induced by polysaccharide-conjugate vaccines. Live vaccines (MMR, VZV) are usually given as of 9 months of age – later dosing may induce improved immune responses; a second dose is needed before school entry for optimal protection. In addition to “general regular schedules” vaccines and schedules emerge for pregnant women, international travelers, persons above 60 or 65 years, immunocompromised hosts.