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In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to be adapted quickly. While disparity in accessibility existed between urban and rural students, extensive resources had been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Educators needed to make way for this transition with the available technological support and their existing IT skills. Although the pandemic is over, online education still remains a viable option for continuing education in an emergency situation. Exploring the challenges faced during the COVID-19 pandemic and delving deep into the nature and the types of these challenges and their possible reasons will pave the way of translating these insights into academic practices required for laying the foundation of blended learning (BL) in higher education. Recently the University Grants Commission of Bangladesh has published a proposal for adopting BL in the higher education institutions of Bangladesh. This case study consisting of both quantitative and qualitative research, explores the challenges faced by the teachers of the University of Asia Pacific (UAP) during the online shift of education because of the pandemic. Based on the findings, a blended learning framework has been developed which can be applied in tertiary level education in Bangladesh and elsewhere.

Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students' interaction and participation, to supply multiple participation in curriculum "customization" countermeasures to update higher education curriculum for future engineers.

Amid global constraints imposed by COVID-19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well-being. This study explores the mediating roles of burnout and work--life balance in the associations between COVID-19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; mean[subscript age] = 27.93 ± 1.27 years) engaged in remote work through an online survey using self-reported questionnaires. Results indicated a significant and adverse influence of COVID-19 anxiety on life satisfaction. Also, COVID-19 anxiety showed an effect on both burnout and work-life balance. A significant association between work-life balance and life satisfaction was found, with work-life balance playing a significant mediating role in the relationship between COVID-19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID-19 disrupts the equilibrium between work-life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID-19. This approach aims to ultimately diminish burnout, fostering an improvement in work-life balance and life satisfaction for educators.

People who hold multiplicistic (multiplist) epistemic beliefs about science tend to believe that scientific knowledge is always subjective and that varying opinions on a scientific matter are equally valid. Research suggests that multiplist epistemic beliefs may be maladaptive and lead to a radically subjective view of science. Little is known about the association between such beliefs and mistrust in science/scientists and the tendency to believe in misinformation. The aims of this study were to examine: (a) the degree to which multiplist epistemic beliefs about science are associated with COVID-19 conspiracy beliefs and science-related conspiracy beliefs, (b) the degree to which trust in science mediates the association between multiplist epistemic beliefs about science and conspiracy beliefs, and (c) the extent to which COVID-19 conspiracy beliefs and science-related conspiracy beliefs are associated with compliance with COVID-19 prevention guidelines. Participants were 210 undergraduate students attending a Hispanic-serving institution located in a large city in the southern U.S. Path analysis results indicated that multiplist epistemic beliefs about science were positively associated with science-related conspiracy beliefs after accounting for fundamentalism and conservatism. Moreover, trust in science mediated the positive association between multiplist epistemic beliefs about science and COVID-19 conspiracy beliefs. Finally, belief in COVID-19 conspiracies was negatively associated with COVID-19 prevention guideline compliance.

This study uses "authentic cariño" to explore a "care and connect" model in a case study of a single district in Teachers Educating All Multilingual Students (TEAMS), funded by a National Professional Development (NPD) grant. Along with ESOL/dual language licensure coursework, teachers in five districts engage in family-school-community partnerships to develop multilingual family engagement. COVID-19 required urgent shifts in how teachers and districts reached families and offered services. Accordingly, the research question is as follows: How did TEAMS teachers' conceptions of "caring" and "connecting" to support multilingual family engagement shift in response to the COVID-19 pandemic? Data included three teacher focus groups per district, interviews with facilitators and administrators, and individual teacher interviews. Case study was used across districts, but focusing particularly on one district with high percentages of teachers of color and low-income multilingual families, the population hardest hit and dehumanized during COVID-19. Analysis employed critical "authentic cariño" to explore teachers' authentic and aesthetic care that shifted over time--from focus on technologies and translators, pity, depersonalized objectives, and academic goals to warmer relationships, "personalismo," relaxing together, reaching out, persistence, and advocacy. Results suggest ways to transform structures to better meet the needs of multilingual families by organizing around authentic care with families.

The immediate shift to remote teaching or distance learning, due to COVID-19 management strategies, most notably limited in-person contact, was abruptly implemented in universities worldwide. This process was demanding for both the instructors and the students, notwithstanding. The present study examined the challenges in a course attributed as the most challenging during the COVID-19 pandemic by health sciences students of different socio-demographic backgrounds, life circumstances, educational background and academic achievement (N = 743). A questionnaire was designed and translated to French employing the forward-backward translation method. The factor structure and reliability were examined by Categorical Principal Component Analysis (CATPCA) and Cronbach's alpha, respectively. Chi-square tests with post-hoc examinations using adjusted standardized residuals and z-tests of independent proportions were performed to investigate the group differences. Participants were bachelor and master students of Medicine, Pharmacy, Biomedicine, Physiotherapy, Public Health, Motor Sciences (Physical Education) and Dentistry from the University of Liege, Belgium. Results revealed that the most three reported challenges were difficult learning content, course intensity, feeling of stress and worry. Additionally, online learning implementation due to Covid-19 measures, feeling of failure (not having learnt what was supposed to be learnt) and lack of instructors' interaction and support were mentioned as the prominent challenges encountered. Furthermore, more bachelor, full-time and female students, students who were in early stages of the learning trajectory and low and averaged achievers reported experiencing challenges with difficult learning content, course intensity, stress and online learning. The findings, thus, emphasized the role of faculty-led and instructors' support in the early stages of students' learning trajectory and adequate attention to their well-being if online learning is to be institutionalized.

In this study, it was aimed to examine the adaptation processes of individuals with intellectual disabilities and their mothers to COVID-19 restrictions. The research was designed in qualitative research method and focus group interview technique was used. The mothers of individuals with intellectual disabilities constitute the participant group of the study. A semi-structured interview form consisting of eight questions prepared by the researchers was used as a data collection tool. Data were collected through two focus group interviews via Zoom link. The data obtained were analyzed by content analysis method. As a result of the research, four themes were reached: "Life Before the Pandemic", "Encountering the Pandemic", "Effects of the Pandemic", and "Facilitation in the Adaptation Process to the Pandemic". As a result, although COVID-19 restrictions led to the regression of some skills of individuals with intellectual disabilities, it created an opportunity for them to develop new interests. In addition, although there were supports that facilitated the pandemic process, it was determined that mothers needed even more psychological support during this period.

The COVID-19 pandemic was an unpredictable crisis for schools. Schools transitioned their teaching from classrooms to teaching online. The holistic safety of the schools' was under a serious threat. Various measures of crisis management aimed at upholding holistic school safety, which includes physical, social, psychological and pedagogical safety. This review employs both narrative review method and thematic analysis to investigate the crisis management measures that school leaders undertook during the 2020 COVID-19 pandemic in terms of holistic school safety while modifying key operations of the school. In addition, the stressors and resources of school leaders' were examined. The non-systematic, explorative search for literature conducted between autumn 2020 and spring 2021 yielded a total of 10 articles. School leaders' crisis management measures to maintain holistic school safety in 2020 comprised running the organization, supporting teachers, and supporting students. Extensive measures to limit physical contact posed a threat to psychological, social and pedagogical safety. School leaders worked in a stressful situation. Flexibility and human-centered approach were necessary to cope. In future crises, predicting consequences at every level is important when preparing plans and considering leaders' tasks as part of crisis management plans to ensure holistic school safety. In crisis situations, priority must be given to tackling the primary threat, but the overall impact of measures on school safety must be taken into account.

This study explores Ohio Early Childhood Education and Care (ECEC) workers' descriptions of their mental well-being during the COVID-19 pandemic's first year. This unexpectedly rich theme was found through a broader qualitative study initially undertaken to understand ECEC employee perceptions of inequitable distribution of COVID-19 vaccine among Ohio educators. Data were collected anonymously through an online questionnaire and thematic analysis was conducted. There were eight main themes related to participant mental well-being in our analysis of the data: making decisions to keep people safe, struggle to find personal protective equipment and cleaning supplies, financial concerns, lack of control, inability to social distance due to caregiving role, isolation, and feeling mentally and physically exhausted, and a positive impact on mental well-being from returning to work. These results confirm and illustrate research indicating COVID-19 had a detrimental impact on mental well-being among ECEC professionals and offer insight into the experiences of providers through their narrative responses. Child care worker financial stability is linked to their well-being; ECEC workers should receive systemic support to improve their baseline mental well-being to prevent a crisis such as COVID-19 from overwhelming them. They should be provided clearly articulated tiered supports and interventions to help them manage their mental well-being.

Parental stress increased during the COVID-19 pandemic. Families with children with an intellectual or developmental disability (IDD) and extensive support needs--such as complex communication needs--experienced additional challenges, including service loss and difficulties accessing virtual learning. The purpose of this study was to understand the experiences of parents (N = 37) with children with IDD and complex communication needs related to parental stress and family resilience. Qualitative interview and quantitative survey data were collected within a convergent parallel mixed-methods design, with interviews occurring three times across the 2020-2021 school year. The two sets of data were analyzed separately and then integrated using back-and-forth exchanges and a joint display. Findings indicated that families showed resilience through family adaptation and cohesion--creating rhythms and routines that fostered togetherness--and by growing in advocacy and empowerment related to their child's learning. But, many parents worried that they were not able to do enough for their child. Social support predicted lowered parental stress and stronger family resilience; yet, perceived social support varied widely across families--particularly support from teachers and service providers. This study provides important insight into family experiences during a unique time with the COVID-19 pandemic while pointing to important ways to strengthen family resilience long into a postpandemic future.

The COVID-19 pandemic, and the associated confinement, imposed a novel personal and social context for university students; nevertheless, few studies have addressed the effects of this on distance university students. Indeed, defining the needs of these students under such unique circumstances will allow them to receive the support necessary to effectively reduce their perceived stress and improve their academic achievement. A predictive model was designed to examine the direct effects of the variables' age and perceived study time on stress and academic achievement in students in an online learning context, as well as to assess the indirect effects through the mediating role of academic self-efficacy. Using path analysis, the model was tested on a sample of 1030 undergraduate students between 18 and 60 years old enrolled on a psychology degree course at the UNED (National Distance Learning University of Spain). The model provides a good fit to the data, confirming the mediating role of academic self-efficacy. Perceived study time is a factor negatively associated with stress and positively with academic achievement. However, it appeared that age was not related to academic achievement, indicating that academic self-efficacy had no mediating effect on these two variables. Academic self-efficacy is a mediator and protective factor in challenging times like the COVID-19 pandemic. These results may contribute to the design of educational and clinical interventions for students at an online learning university over an extended age range.

The present study examined the profiles of parental perceptions of their child's school adjustment in terms of learning loss and school well-being during the COVID-19 pandemic in Finland. Furthermore, the extent to which the profiles differed with respect to the different children and their family characteristics, as well as their parents' stress about their child's schooling, were examined. Parents (N = 26,313) completed a questionnaire in spring 2021 concerning parental stress and their children's schooling. The five-profile solution was identified using latent profile analysis: (1) slightly-higher-than-average-school-adjustment (n = 8198, 31.2%); (2) high-school-adjustment (n = 3017, 11.5%); (3) slightly-lower-than-average-school-adjustment (n = 5025, 19.1%); (4) low-school-adjustment (n = 6777, 25.7%); and (5) mixed-school-adjustment (n = 3296, 12.5%). The low-school-adjustment profile was overrepresented among parents of boys, older children, and children with special education needs as well as among parents with lower education levels, higher numbers of children, and in single-parent households. In addition, the results showed that parental stress about their child's schooling was associated with their perceptions of their child's school adjustment during the COVID-19 pandemic. Overall, the results demonstrate that parents' views of their children's school adjustment varied widely during the COVID-19 pandemic. At schools, particular attention should be given to at-risk families (e.g., families with low education levels and children with special education needs) in which children may be prone to learning loss and low well-being due to the COVID-19 pandemic.

The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups.

COVID-19 dramatically influenced students' and staff's learning and teaching experiences and approaches to learning. While many papers examined individual experiences in the context of higher education, synthesising these papers to determine enabling and hindering influences of digital adaptation was needed to guide the next phase of online learning reforms. This study explored the main dimensions of digital technology adaptation in higher education during the COVID-19 pandemic. The consequences for student and staff experiences and what aspects should be sustained and developed were discussed in this review. A total of 90 articles (published between 1st January 2020 and 30th June 2021) were identified and analysed based on the preferred reporting items for systematic reviews and meta-analyses framework. Four dimensions (with associated sub-factors) were found to influence student and staff experiences: techno-economic; personal and psychological; teaching, learning and assessment; and social. The findings highlighted that an integrated approach, across institutional, technical platforms, and individuals would be required to sustain digital learning initiatives during the crisis time.

According to a 2017 article by Peters and colleagues, millions of students have already demonstrated they know the material slated to be taught that year. Consequently, grade-level standards are unlikely to be appropriately challenging for these students. In this paper, we conceptually replicated and extended this prior study. Using data from schools that administered the Renaissance Star assessment in Fall 2018 and Fall 2021, we quantified pre-COVID and mid-COVID average achievement and variance in achievement in mathematics and reading in fifth grade and estimated the grade level of instruction needed for students. Our results indicate that (a) achievement dropped during COVID-19 relative to pre-COVID, but the drop in mathematics was larger, and (b) achievement variability increased during COVID-19, but the variability in reading was slightly more pronounced. Further, our results replicated Peters et al.'s (2017) results showing that large numbers of students still performed above grade level, and substantial variability in achievement was present within schools.

Background: Given that students from socio-economically disadvantaged family backgrounds are more likely to suffer from low academic performance, there is an interest in identifying features of academic resilience, which may mitigate the relationship between disadvantaged socio-economic status and academic performance. Aims: This study sought to combine machine learning and explainable artificial intelligence (XAI) technique to identify key features of academic resilience in mathematics learning during COVID-19. Materials and Methods: Based on PISA 2022 data in 79 countries/economies, the random forest model coupled with Shapley additive explanations (SHAP) value technique not only uncovered the key features of academic resilience but also examined the contributions of each key feature. Results: Findings indicated that 35 features were identified in the classification of academically resilient and non-academically resilient students, which largely validated the previous academic resilient framework. Notably, gender differences were shown in the distribution of some key features. Research findings also indicated that resilient students tended to have a stable emotional state, high levels of self-efficacy, low levels of truancy and positive future aspirations. Discussion: This study has established a research paradigm essentially methodological in nature to bridge the gap between psychological theories and big data in the field of educational psychology. Conclusion: To sum up, our study shed light on the issues of education equity and quality from a global perspective in the times of the COVID-19 pandemic.

This study investigates the extent of digital anxiety among elementary school teachers in Hsinchu City, Taiwan, in the context of the post-COVID new normal. Specifically, the study employs the Depression, Anxiety, and Stress Scale-21 (DASS-21) to measure the level of anxiety experienced by teachers in adapting to digital teaching methods. The online survey was conducted in November 2021, and 358 valid responses were obtained from Hsinchu City. The results of the survey provides insights into the challenges that teachers face in adapting to the new normal and the impact of digital anxiety on their change of teaching. Result reveals that when going back to teaching face-to-face, teachers' levels of depression, anxiety, and stress soon returned to normal. However, the stress of teachers without kids and special education teachers dropped dramatically. Overall, this research provides a comprehensive analysis of digital anxiety among elementary school teachers in Hsinchu City and offers recommendations for supporting teachers' well-being and promoting effective digital teaching practices in the post-COVID era.

Background: Education faced challenges during the COVID-19 pandemic. Although the United States has declared an end to the public health emergency, schools continue to be impacted. While considerable research has focused on the impact of the pandemic on students, fewer studies have focused on educators, and even less on educators who specialize in working with marginalized student populations. Methods: This study measured the impact of the pandemic impact on educators working with students from seasonal and migrant farmworker families to understand what supports educators need as schools plan for long-term recovery. A total of 1024 educators including early childhood education and K-12 teachers, as well as administrators, completed a COVID-19 questionnaire between October 2020 and January 2021, measuring their experiences as well as personal and work-related stressors during the pandemic. Results: Educators underwent difficult COVID-19 experiences and faced several factors contributing to personal and work-related stress. Personal stress factors included concerns about they themselves, or family members, becoming ill, concerns about the emotional/mental health of their family, and fear of loss/reduction in employment. Work-related stress factors included concerns about the emotional and mental health of co-workers. Conclusion: Educators working with migrant children need additional supports--including support from administrators, psychological services, and opportunities to give/receive colleague/peer support.

Background: Disparities in school attendance exist for children with medical complexity (CMC) due to COVID-19. Longitudinal changes in family-reported school safety perceptions and predictors of full-time, in-person school attendance are unknown. Methods: This was a prospective, longitudinal cohort study with 3 survey waves (June 2021-June 2022) among English- and Spanish-speaking families of CMC aged 5 to 17 years and pre-pandemic school attendance. Changes in Health Belief Model perceptions and full-time in-person school attendance were estimated using multivariate generalized linear modeling with repeated measures. Results: Among 1601 respondents (52.9% of 3073 invited), 86.8% participated in all 3 surveys. School safety perceptions improved with time; however, perceived susceptibility to COVID-19 increased. Full-time in-person school attendance rose from 48.4% to 90.0% from wave 1 to 3 (p < 0.0001), and was associated with motivation, benefits, and cues. For example, families with low compared to high motivation for in-person attendance had 76% versus 98% predicted probability for child's school attendance, respectively at wave 3 (p < 0.0001). Implications for School Health Policy, Practice, and Equity: Probability of full-time in-person school attendance was associated with several health belief model perceptions. School health policy and programs may benefit from promoting family motivation, benefits, and cues during future respiratory illness epidemics including COVID-19. Conclusions: In-person school attendance improved for CMC over time. Opportunities exist to continue optimizing in-person attendance and family-perceived safety for CMC at school.

Vocational education and training teachers play an integral role in ensuring students, both international and domestic, gain quality learning experiences and positive outcomes. The COVID-19 pandemic caused rapid changes and abruptly shifted vocational education from face-to-face teaching to teaching at a distance. This study aims to investigate vocational education and training teachers' experiences during and post COVID-19. A systematic review and analysis of 26 publications, published between 2019 and 2022 in English-language peer-reviewed journals, revealed areas that were underexamined and warranted deeper exploration, including the impacts on pedagogy and recognition of the precarity under which many vocational teachers work. Such challenges impact students and teachers economically and mentally. Investigation of teacher experiences can aid management and policymakers to respond to the uncertainties of the post-pandemic world as it provides us with critical moments to rethink the management of professional development and support for teachers to be able to provide equitable opportunities to students' differentiated needs.

This is a qualitative study that employed exploratory design to inquire from 15 participants of Central University (Ghana) about their experience with the COVID-19 pandemic in Ghana. An in-depth interview was conducted, and data were analyzed using thematic analysis. The findings indicate that participants experienced fear expressed in four key domains reported under four key themes thus: Experiencing psychological distress; Burden of economic hardships; Fear of inefficient health system; and Educational disruptions and worries involved in online teaching and learning. The study concludes that the upsurge of COVID-19 has triggered psychological, economic, and educational conundrums that have to be addressed. This paper contributes to the growing body of studies on COVID-19 and effects on lecturers and students. The burgeoning evidence of the mental health distress following COVID-19 should be a wake-up call for universities and Ghana as a whole to invest both in infrastructure and manpower in this area of health care delivery. Vaccine hesitancy research must be conducted to improve upon health educational campaigns. The significant disruption from the pandemic is a fair warning to all stakeholders to make educational e-learning infrastructure resilient against similar future shocks. The implications of the findings for health and educational policies in Ghana are addressed.

Background: People with intellectual disabilities commonly experience multiple barriers to 'going out'. Aims: This paper explores what barriers prevented people from going out, and if the extent and nature of going out changed over time for people with intellectual disabilities as the COVID-19 pandemic progressed. Methods: Data are drawn from a wider study that explored, at four time points, the experiences of people with intellectual disabilities through the COVID-19 pandemic in the United Kingdom. Findings: The number of people leaving the house for almost all reasons increased over time through the pandemic, except for some outdoor participation and exercise. However, there was a significant decrease in outdoor exercise at the final time point of the study. Reliance on other people and a lack of availability of support were identified as barriers. Conclusion: A combination of factors restricted the extent to which people were going out even after COVID-19 protections were lifted.

The COVID-19 pandemic has strained the resources of the world's healthcare systems. Most individuals with neurodevelopmental disabilities (NDDs) experience significant mental health issues and face substantial barriers in accessing appropriate supports which have been exacerbated during the pandemic. It is unknown the extent to which COVID-19 impacted the demand for and effectiveness of inpatient care for those with NDDs. The impact of COVID-19 on the number of admissions of youth with NDDs to pediatric inpatient psychiatry units, as well as their functioning and length of stay during the first two years of the pandemic was analyzed using Bayesian structural time series models. Admission data of youth with NDDs from four pediatric inpatient units in Alberta, Canada (n = 2144) was examined. Inpatient admissions of youth with NDDs significantly increased following the onset of the pandemic. Compared to the period prior to the pandemic, patients with NDDs had significantly worse overall functioning and received fewer days of treatment. These findings highlight the need for increased resources to support the mental health needs of this vulnerable population and are consistent with other studies in the general population examining the utilization of inpatient psychiatric units during the pandemic.

Building resilience is a key concern for adult educators today as we face unprecedented global challenges such as the coronavirus disease-19 (COVID-19). Nowhere is this more apparent than in educational initiatives with health professionals who experience many stressors in their work, now amplified by the pandemic. This paper reports the results of focus groups with three interprofessional primary healthcare teams in rural Nova Scotia, Canada, in the fall of 2021. The aim was to learn about their lived experience during the first year of the pandemic, as a basis for considering how resilience could be nurtured and supported in rural team-based collaborative practices settings. Findings reveal that, while each collaborative team experienced recognized COVID-19 workplace stressors, they leveraged a store of collective resilience to navigate the pandemic. The trust, sense of purpose, and shared problem-solving skills they derived from working in collaborative structures over time enabled them to regain equilibrium and to adapt to new norms, and to transform their practices. The study highlights the power of collaborative learning to strengthen overall ability for resilient performance, and the adaptive capacity that is required to deliver and sustain quality healthcare. The study highlights the need for continuing professional education that values naturally occurring practice-based learning. Adult educators are well positioned to support health professionals and health systems to nurture and support resilient action. They bring an understanding of effective collaborative tools and processes that foster dialogue and collective awareness that leads to a shared identity and understanding. As this study reveals, it is this shared identity and capacity arising within a group that enables them to draw on their collective sources of support to deal with adversity.

The COVID-19 pandemic and shifts to virtual learning drastically altered school environments, often leaving students without a say in the many changes happening in their lives. To understand how diverse adolescents experienced their school's climate during the COVID-19 pandemic and elevate youth voice in school decisions, we conducted a youth-participatory action research project in collaboration with a Title 1 middle school in California. Fourteen students participated in this YPAR study--mostly students of color. This mixed-methods study utilized both qualitative and quantitative data. Qualitative sources included meeting transcripts and chat logs, field notes, and responses to open-ended survey questions, all of which were coded inductively. Quantitative data sources included pre- and post-surveys on students' feelings of belonging, mattering, empowerment, and perceptions of school climate, which were compared via paired sample t-tests. Students sought to improve one of the few shared experiences of school during the pandemic, the school lunch, and showed increased feelings of empowerment and mattering over the course of the project. These findings provide insight into students' experiences of school climate during the COVID-19 pandemic, as well as offer implications for both practitioners and researchers on the importance of including youth voice in the issues that impact their lives.

Despite the increasing number of studies on educational leadership during COVID-19, little attention has been paid to the intersections of different educational experiences and perspectives of school leaders, students, and their families that occur both inside and outside of schools. Drawing on eight case studies of public primary schools in Hong Kong, this article explores the challenges and strategies of online learning with a focus on effective leadership practices for supporting economically disadvantaged students during COVID-19. To incorporate the perspectives of multiple stakeholders, a series of questionnaires were distributed to principals (n = 8), teachers (n = 150), parents (n = 775), lower primary students (n = 855), and upper primary students (n = 850) and interviews were conducted with principals (n = 8), teachers (n = 37), parents (n = 32), and students (n = 62). Findings indicated that school leaders and teacher teams demonstrated strategic leadership practices prioritising and responding to the needs and constraints of economically disadvantaged students and their families. The present study draws attention to leadership encouraging collaboration among schools, families, and the wider community, which has become necessary during the shift to online learning during COVID-19.

Introduction: The COVID-19 pandemic has accelerated the transition to online learning, with synchronous e-learning becoming a critical modality in higher education institutions (HEIs) worldwide. This shift, while ensuring educational continuity, has unveiled numerous challenges, especially in developing nations where resources and infrastructure may not adequately support such a rapid transition. Purpose: This study aims to provide a systematic literature review of the challenges encountered by students in developing nations during the implementation of synchronous e-learning amid the COVID-19 pandemic. It focuses on identifying and analysing technological, pedagogical, infrastructural, socioeconomic, and health-related challenges that have impacted the efficacy of online learning. Methods: Through a systematic literature review of 43 peer-reviewed studies conducted in developing nations, dated between 2020 and 2022 sourced from the SCOPUS database, this article synthesises findings on the multifaceted challenges faced by HEIs students during the COVID-19 pandemic. The study employs a thematic analysis approach to categorise these challenges and discuss their implications for educational equity, student well-being, and the resilience of higher education systems in developing countries. Conclusions: The study underscores the need for comprehensive strategies to address the identified challenges, emphasising the importance of infrastructural improvements, pedagogical support, socioeconomic interventions, and health-focused measures. It calls for a collaborative effort among educational institutions, governments, and international organisations to enhance the resilience and inclusivity of e-learning environments, ensuring equitable access to quality education in developing nations during and beyond the pandemic.

Introduction: This research aims to analyze students' expectations and satisfaction with the quality of online learning in Serbia during the COVID-19 pandemic, while examining its advantages, disadvantages, and future intentions. Methods: The research included both desk and field research. Data were collected through an online survey and analyzed with IBM SPSS using frequency, descriptive, reliability, and correlation analysis. Results: The results showed high student satisfaction with online education during the pandemic, which is correlated with their future intentions to use online learning platforms. Discussion: These results highlight the importance of student satisfaction for online learning quality and the potential of online education during COVID-19. Limitations: The research is limited by the sample size of 308 students, which may not fully represent the entire student population. Conclusions: While the results confirm the high quality of online learning organization at Serbian higher education institutions (HEIs), the study also identifies areas for improvement.

Objective: This study addressed a COVID-19 outbreak in a nursing home, where the residents were vaccinated with two doses of Comirnaty® and thirty of them had previously had the infection. Outbreaks in closed communities are opportunities to study the entire clinical spectrum of the disease and, as in this case, the effect of hybrid immunity on transmission, infection progression and viral load., Methods: A descriptive and retrospective cohort study in the resident population was carried out. Attack rates were calculated for one of four stages of the disease: infection, symptomatic infection, hospitalization, and death. Relative risks (RR) were then estimated using simple and multivariate Poisson regression for each of these stages., Results: The attack rate was 59% (56/95). The clinical spectrum was the same in both sexes. There was a notable protective effect of hybrid immunity against transmission (67%). In terms of progression, those with hybrid immunity had a lower risk of symptomatic infection. Nasopharyngeal viral load was significantly lower in individuals with hybrid immunity and asymptomatic individuals, supporting the idea of lower transmissibility in this group. Age was identified as a risk factor for disease progression. Molecular analysis identified the Delta B.1.617.2 variant in the patients and an air sample, supporting aerosol transmission in closed, poorly ventilated environments., Conclusions: This study provides a comprehensive view of an outbreak in a vaccinated nursing home, highlighting the importance of hybrid immunity. The results support the individual consideration of previous infection history when assessing the risk of COVID-19, contributing to the understanding of the evolution of the pandemic in the future.

Introduction: Pneumonia is a common symptom of coronavirus disease-2019 (COVID-19), and this study aimed to determine how analyzing initial thoracic computerized-tomography (CT) scans using semi-quantitative methods could be used to predict the outcomes for hospitalized patients., Materials and Methods: This study looked at previously collected data from adult patients who were hospitalized with a positive test for severe acute respiratory syndrome coronavirus-2 and had CT scans of their thorax at the time of presentation. The CT scans were evaluated for the extent of lung involvement using a semi-quantitative scoring system ranging from 0 to 72. The researchers then analyzed whether CT score could be used to predict outcomes., Result: The study included 124 patients, 55 being females, with a mean age of 46.13 years and an average duration of hospitalization of 11.69 days. Twelve patients (9.6%) died within an average of 17.2 days. The non-surviving patients were significantly older, had more underlying health conditions, and higher CT scores than the surviving patients. After taking age and comorbidities into account, each increase in CT score was associated with a 1.048 increase in the risk of mortality. CT score had a good ability to predict mortality, with an area under the curve of 0.857 and a sensitivity of 75% and specificity of 85.7% at a cut-off point of 25.5., Conclusions: Radiologic severity index, which is calculated using a semi-quantitative CT scoring system, can be used to predict the mortality of COVID-19 patients at the time of their initial hospitalization.

Introduction: Telemedicine is a health service that provides diagnosis, treatment evaluation, preventive medicine by using information and communication technologies between distant locations and aims to improve the health of the individuals and society. Social restrictions were applied during the pandemic process caused by coronavirus disease-2019 due to the virus called severe acute respiratory syndrome coronavirus-2 which emerged in late 2019. Through remote communication and information technologies in the followup of asthma patients, there is a need for studies on the effectiveness of using telemedicine methods was seen., Materials and Methods: Our study included 328 patients aged 18 to 65 who were diagnosed with asthma and followed up by our team. The clinical evaluations and scale results of these patients were conducted at least three times by a single physician using telemedicine applications. In our study, the control group consisted of routine control results from asthma patients, who were reachable via hospital records before the pandemic, covering a one-year period. This file review includes data from October 1, 2019, to October 1, 2020., Result: Three hundred and twenty-eight patients with asthma were included in the study. When the current data of the participants were compared with face-to-face data before follow-up with telemedicine, no statistically significant difference was found (p> 0.05). Although there was a slight decrease in asthma control test scores during the follow-up, it was not statistically significant (p> 0.05). A statistically significant difference was found in severe persistent asthma as a result of the comparison of the asthma control test results of the participants in follow-up according to disease severity (p<0.05). In this study, when the effect of the presence of comorbidity on asthma control test results in follow-up was examined, statistically significant results were obtained (p<0.05)., Conclusions: It is predicted that telemedicine will have an important place in disease control since asthma is a disease that requires close monitoring. Disease follow-up with telemedicine was predicted to be a good alternative to traditional face-to-face follow-ups in selected patient groups. This study also supported the effectiveness of telemedicine.

Introduction: This study aimed to evaluate the imaging findings of the chest flat panel detector computed tomography (FDCT) among coronavirus disease-2019 (COVID-19) positive patients during urgent/emergent interventional neuroradiologic procedures., Materials and Methods: Chest FDCT examinations were performed using a C-arm mounted FDCT within the interventional radiology (IR) suite if the reverse transcription polymerase chain reaction (RT-PCR) results were pending in patients with clinical findings suggestive of COVID-19. In those who already had positive RT-PCR results, FDCT was performed for acute evaluation only if an acute unexpected cardiopulmonary event occurred during the procedure. FDCT images were evaluated retrospectively by a thoracic radiologist based on Radiological Society of North America classification., Result: Eleven patients (four males, four females, one boy and two girls) with positive RT-PCR test results were included. Six presented for acute ischemic stroke treatment, three children had retinoblastomas, and two patients had hemorrhagic strokes. One (9.1%) patient had typical CT findings of COVID19, whereas 4 (36.4%) patients had indeterminate findings. Six (54.5%) patients had no findings suggestive of COVID-19. The most common parenchymal finding was atelectasis (eight patients), followed by consolidation (five patients), pleural effusion (two patient) and pulmonary mass lesion (one patient)., Conclusions: This study is the first in the literature utilizing C-arm FDCT for dedicated thoracic imaging at the IR suite. Ability to perform on-site chest CT without a need to transfer the patient to a regular CT scan may be helpful in both the management of acute pulmonary complications that occur during interventional procedures and pre-interventional assessment for pulmonary conditions like COVID-19 in the IR suite in emergent interventions.

This study aims to evaluate the effectiveness of anti-severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) vaccines in preventing the post-acute sequelae of SARS-CoV-2 infection (PASC), commonly known as long COVID, and reducing all-cause mortality among older patients. A retrospective cohort study was conducted using the TriNetX database. The study cohort consisted of older patients (age ≥ 65 years) with their first COVID-19 illness between January 1, 2022, and May 31, 2024. Participants were divided into vaccinated and unvaccinated groups based on their vaccination status. Propensity score matching (PSM) was used to balance baseline characteristics. Cox regression models and log-rank tests were applied to estimate the hazard ratio (HR) for PASC and all-cause mortality during 30-180 days of follow-up. The study included 189 059 geriatric patients who contracted SARS-CoV-2, with 5615 vaccinated and 183 444 unvaccinated. After PSM, each group contained 5615 patients. Vaccinated patients exhibited a significantly lower incidence of PASC symptoms (HR = 0.852, 95% CI: 0.778-0.933, p = 0.0005), particularly anxiety and depression, with a HR of 0.710 (95% CI: 0.575-0.878, p = 0.0015). Vaccination was also significantly associated with reduced all-cause mortality (HR = 0.231, 95% CI: 0.136-0.394, p < 0.0001). The findings highlight the effectiveness of COVID-19 vaccination in mitigating the development of PASC and decreasing mortality among older patients., (© 2024 Wiley Periodicals LLC.)

As SARS-CoV-2 has transitioned from a novel pandemic-causing pathogen into an established seasonal respiratory virus, focus has shifted to post-acute sequelae of COVID-19 (PASC, colloquially 'long COVID'). We use compartmental mathematical models simulating emergence of new variants to help identify key sources of uncertainty in PASC trajectories. Some parameters (such as the duration and equilibrium prevalence of infection, as well as the fraction of infections that develop PASC) matter more than others (such as the duration of immunity and secondary vaccine efficacy against PASC). Even if newer variants carry the same risk of PASC as older types, the dynamics of selection can give rise to greater PASC prevalence. However, identifying plausible PASC prevalence trajectories requires accurate knowledge of the transmission potential of COVID-19 variants in the endemic phase. Precise estimates for secondary vaccine efficacy and duration of immunity will not greatly improve forecasts for PASC prevalence. Researchers involved with Living Evidence Synthesis, or other similar initiatives focused on PASC, are well advised to ascertain primary efficacy against infection, duration of infection and prevalence of active infection in order to facilitate predictions.

Background: Long COVID (LC) is a frequent complication of COVID infection. It usually results in cognitive impairment, myalgia, headache and fatigue. No effective treatment has been found yet. We aimed to explore the effect of glucocorticoid (GC) treatment during COVID-19 infection on the later development of LC., Methods: We examined electronic health records from Clalit Health Services for documentation of COVID-19, GC treatment, and LC frequency. Background diagnoses, demographic data, hospitalization rates, and the use of anti-COVID drugs were recorded., Results: 1,322,599 cases of COVID-19 infection met the inclusion criteria; 13,530 patients (1.02%) received GC treatment. 149,272 patients, 11.29% of COVID-19 patients were diagnosed with LC. Age and female gender were prognostic risk factors for LC (OR 1.06 for age, OR 1.4 for female gender; p value < 0.0001). Background psychiatric diagnoses, migraine, backache and irritable bowel syndrome were predisposing conditions for LC (OR 2.7, p value < .0001). Higher BMI was associated with a greater probability of LC (OR of 1.25 for obese population). COVID patients who received GC were diagnosed with LC more frequently: 2294 cases (16.95%) compared to 146,978 cases (11.23%) in the non-GC group; (adjusted OR of 1.28 ± 0.07, 95% CI, p < 0.0001)., Conclusions: GC treatment during COVID-19 is correlated with the development of LC. In vivo and animal models may be used to explore the mechanism of this correlation. Future directions include prospective studies as well., (© 2024. The Author(s), under exclusive licence to Springer Nature Switzerland AG.)

Worldwide, hundreds of millions of people have been infected with COVID-19 since December 2019; however, about 20% or less developed severe symptoms. The main aim of the current study was to  assess  the  relationship  between  the  severity of Covid-19 and different clinical and laboratory parameters. A total number of 466 Arabs have willingly joined this prospective cohort. Out of the total number, 297 subjects (63.7%) had negative COVID-19 tests, and thus, they were recruited as controls, while 169 subjects (36.3%) who tested positive for COVID-19 were enrolled as cases. Out of the total number of COVID-19 patients, 127 (75.15%) presented with mild symptoms, and 42 (24.85%) had severe symptoms. The age range for the participants was 20 to 82 years. Compared with controls, the severity of the disease was associated with significantly high ferritin levels (P &lt; 0.001). The severity of the disease was also associated with a significant increase in C-reactive protein (P &lt; 0.001), D-dimer (P &lt; 0.001), white blood cell count (WBC) (P &lt; 0.01), IgM (P &lt; 0.001), and Granulocytes (P &lt; 0.01). In addition, severe COVID-19 symptoms in the current study were associated with a significant decrease in lymphocytes (P &lt; 0.01). There was a four-fold increase in serum ferritin levels in COVID-19 patients presented with severe symptoms upon admission. The former was associated with significantly high levels of CRP and D-dimer. Thus, hyperferritinemia, together with high CRP and D-dimer concentrations, may serve as reliable predictors for disease severity and poor prognosis in Arabs with COVID-19.

Introduction: Previous consensus-based long COVID research has focused on establishing research priorities, developing clinical definitions, core outcomes and a list of recommendations of patient-reported outcome measures that can be used to assess and characterise long COVID. Complementing and extending this work, the proposed study will bring together diverse knowledge users to prioritise concepts of care, quality of life and symptoms to inform a national patient registry on long COVID., Methods and Analysis: We will conduct a Delphi process involving Canadians with lived experiences and/or professional expertise with long COVID (including clinicians, policymakers, caregivers and community leaders). A pool of long COVID survey questions has been established through an environmental scan; these questions were coded by topic and will be presented via a series of online, anonymous survey questionnaires to a diverse cohort of 100 participants. Over the course of three Delphi rounds, participants will prioritise and recommend topics related to care, quality of life and symptoms. We will use the prioritised topics to develop a list of core questions as a minimum data set to standardise data collection and inform a national patient registry on long COVID in Canada., Ethics and Dissemination: This study has been approved by the University of Saskatchewan Behavioural Research Ethics Board (BEH #4296). Findings will be shared at national conferences and will be published in an open-access peer-reviewed journal. In addition, the minimum data set will be shared with key knowledge users as recommendations to inform a national long COVID patient registry., Competing Interests: Competing interests: GG is a member of the Long COVID Web, and has received funding to support the development of this study. In-kind support was received from the Saskatchewan Health Authority, Saskatchewan Centre for Patient-Oriented Research, Saskatchewan Health Quality Council, University of Saskatchewan, George & Fay Yee Centre for Healthcare Innovation and SPOR Support Unit Council. All other authors have no competing interests to declare., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

The objectives of this study were to evaluate the frequency of vaccine hesitancy against seasonal influenza and to analyze the associated factors among teachers in the municipal school system of Teresina, Piauí State, Brazil. An online questionnaire was applied, adapted from the Health Belief Model, and 449 teachers were included. Of the public interviewed, most live in the capital Teresina, (373, 83.26%), are women (360, 80.54%), aged between 23 and 50 years (306, 81.38%), born in the state of Piauí (382, 86.82%), brown (289, 64.65%), married (254, 56.70%) and with a lato sensu graduate degree (327, 72.99%). In total, 33.18% were considered hesitant, and hesitancy was defined as teachers who were not vaccinated against influenza in 2020. The variables associated with hesitancy in this group were: not being vaccinated against influenza in 2019, the flu vaccine is not convenient, there are many risks associated with it, and concern about reactions to the flu vaccine, the new coronavirus pandemic changed the relationship with the act of vaccinating and greater adherence to the vaccine after hearing information about its benefits in the media. However, in the regression analysis, only the variables "not being vaccinated against influenza in 2019" and "the change in behavior after the pandemic" were significant. Vaccines continue to be the main method of prevention and control of a series of diseases related to influenza viruses, requiring greater adherence by teachers, a priority population that is in constant contact with students from different backgrounds, representing an important source of virus dissemination.

Background: Social media has become a vital tool for health care providers to quickly share information. However, its lack of content curation and expertise poses risks of misinformation and premature dissemination of unvalidated data, potentially leading to widespread harmful effects due to the rapid and large-scale spread of incorrect information., Objective: We aim to determine whether social media had an undue association with the prescribing behavior of hydroxychloroquine, using the COVID-19 pandemic as the setting., Methods: In this retrospective study, we gathered the use of hydroxychloroquine in 48 hospitals in the United States between January and December 2020. Social media data from X/Twitter was collected using Brandwatch, a commercial aggregator with access to X/Twitter's data, and focused on mentions of "hydroxychloroquine" and "Plaquenil." Tweets were categorized by sentiment (positive, negative, or neutral) using Brandwatch's sentiment analysis tool, with results classified by date. Hydroxychloroquine prescription data from the National COVID Cohort Collaborative for 2020 was used. Granger causality and linear regression models were used to examine relationships between X/Twitter mentions and prescription trends, using optimum time lags determined via vector auto-regression., Results: A total of 581,748 patients with confirmed COVID-19 were identified. The median daily number of positive COVID-19 cases was 1318.5 (IQR 1005.75-1940.3). Before the first confirmed COVID-19 case, hydroxychloroquine was prescribed at a median rate of 559 (IQR 339.25-728.25) new prescriptions per day. A day-of-the-week effect was noted in both prescriptions and case counts. During the pandemic in 2020, hydroxychloroquine prescriptions increased significantly, with a median of 685.5 (IQR 459.75-897.25) per day, representing a 22.6% rise from baseline. The peak occurred on April 2, 2020, with 3411 prescriptions, a 397.6% increase. Hydroxychloroquine mentions on X/Twitter peaked at 254,770 per day on April 5, 2020, compared to a baseline of 9124 mentions per day before January 21, 2020. During this study's period, 3,823,595 total tweets were recorded, with 10.09% (n=386,115) positive, 37.87% (n=1,448,030) negative, and 52.03% (n=1,989,450) neutral sentiments. A 1-day lag was identified as the optimal time for causal association between tweets and hydroxychloroquine prescriptions. Univariate analysis showed significant associations across all sentiment types, with the largest impact from positive tweets. Multivariate analysis revealed only neutral and negative tweets significantly affected next-day prescription rates., Conclusions: During the first year of the COVID-19 pandemic, there was a significant association between X/Twitter mentions and the number of prescriptions of hydroxychloroquine. This study showed that X/Twitter has an association with the prescribing behavior of hydroxychloroquine. Clinicians need to be vigilant about their potential unconscious exposure to social media as a source of medical knowledge, and health systems and organizations need to be more diligent in identifying expertise, source, and quality of evidence when shared on social media platforms., (©Scott A Helgeson, Rohan M Mudgalkar, Keith A Jacobs, Augustine S Lee, Devang Sanghavi, Pablo Moreno Franco, Ian S Brooks, National COVID Cohort Collaborative (N3C). Originally published in JMIR Infodemiology (https://infodemiology.jmir.org), 18.11.2024.)

Introduction: Since the COVID-19 outbreak escalated to pandemic levels, numerous hospitals deferred elective interventions. Studies reporting the incidence, presentation, severity, and outcomes in the surgical management of biliary diseases differ before, during and after the pandemic., Objective: Evaluate the presentation of biliary pathology by diagnosis and Parkland Grading Scale in patients whose surgeries were postponed due to the pandemic, and who were later surgically intervened., Methods: A retrospective study was conducted. Patients with biliary pathology who had a scheduled cholecystectomy canceled during the pandemic were included. Student's t-test and Chi-Square tests were employed for statistical analysis., Results: A total of 520 patients were evaluated, cholelithiasis was the most common diagnosis in 74.4%. Grade III on the Parkland Grading Scale (PGS) was the most prevalent at 43.7%. Significant differences were observed between genders (p = 0.000) and emergency versus elective surgeries (p = 0.000) in relation to the PGS. Hospitalization duration also exhibited a statistically significant difference between emergency and elective surgeries (p = 0.000)., Conclusion: Most patients presented a Grade III on the PGS, reflecting a one-level increase compared to pre-pandemic literature prevalence. More studies are needed to evaluate the real impact of the pandemic on biliary pathology., (Licencia CC 4.0 (BY-NC-ND) © 2024 Revista Médica del Instituto Mexicano del Seguro Social.)

Pre-exposure prophylaxis for COVID-19 with Tixagevimab/Cilgavimab in immunocompromised patients has reduced the risk of breakthrough infection, disease, hospitalization, and COVID-19 related mortality. However, the advent of the Kraken variant (XBB.1.5) has limited the use of this monoclonal antibody, based on poor efficacy in in vitro studies The objective of the study was to evaluate the risk of breakthrough infection, symptomatic disease, hospitalization, intensive care admission, and COVID-19 related death in kidney transplant recipients receiving pre-exposure prophylaxis with Tixagevimab/Cilgavimab for COVID-19 in the era of the Kraken variant (XBB.1.5). In a prospective, observational study, we enrolled kidney transplant patients undergoing pre-exposure prophylaxis for COVID-19 with Tixagevimab/Cilgavimab at the Division of Infectious Diseases of Federico II University of Naples from February 2023 to August 2023. Each patient subsequently underwent a six-month follow-up with symptom monitoring and surveillance nasopharyngeal swab for SARS-CoV-2 RNA detection every 30 days, regardless of symptoms. Thirty-four kidney transplant patients were enrolled, and in the follow-up period only one tested positive for the nasopharyngeal swab for SARSCoV-2 research with asymptomatic infection and virological recovery on the eighth day after diagnosis of infection. Therefore, no patient developed disease, no patient needed hospitalization, and no death occurred. No adverse drug reaction to Tixagevimab/Cilgavimab occurred. Our data, although derived from a limited and uncontrolled sample, show the potential of Tixagevimab/Cilgavimab as a valid and viable therapeutic strategy in pre-exposure prophylaxis for immunocompromised patients. These findings highlight the importance of conducting clinical studies on this topic.

Background: Fatigue is one of the most frequent symptoms in post-COVID syndrome (PCS) patients and describes a long-term feeling of tiredness and exhaustion. Frequently, it follows an infection or is a component of depressive symptoms. But fatigue itself is also a risk to mental health like other chronic conditions. The objective of this paper was to analyse the relationship between fatigue and depression/anxiety and the differences between PCS patients and fully recovered COVID-19 cases., Methods: In a longitudinal study with three measurement points, insured members of the Statutory Accident Insurance and Prevention in the Health and Welfare Service with a SARS-CoV‑2 infection in 2020 were asked about fatigue, depression/anxiety and persisting COVID-19 symptoms. To analyse the longitudinal effects of the two variables, a cross-lagged panel model was applied., Results: In the present sample (n = 860), a proportion of 68.7% to 75.1% of people was suffering from PCS. The results showed a model fit of R 2  = 61.49% and all effects were significant, but the cross-lagged effects were not significantly different from each other. If stratified according to whether PCS symptoms were present, the cross-lagged effects weakened in both groups, while the effects of fatigue on depression and anxiety only remained in the group of those affected by PCS., Discussion: The results show a relationship in both directions between fatigue and depression/anxiety. PCS patients can benefit from psychotherapeutic treatment to tackle fatigue and prevent depression and anxiety., (© 2024. The Author(s).)

In the midst of the pandemic, this school district made a significant investment with recovery dollars to expand enrichment opportunities in art, music, and physical education for students in their K-8 schools. The hypothesis was increasing the quality and quantity of these opportunities, the school district would increase student engagement, lead to more empathetic and joyful learning environments, and create more time for teacher preparation and collaboration. There were a number of challenges in planning and implementation that district leaders and principals had to overcome in order to see this initiative come to fruition. Early results show some promising trends and anecdotes indicate that students are participating in extracurricular experiences that they never would have been exposed to without these opportunities.

The purpose of this exploratory qualitative study was to identify if and how a community college provided services to meet the needs of undocumented students seeking STEM degrees during the pandemic. The study is grounded in the framework of Institutional Undocu-Competence (IU-C) and draws from interviews with 16 students at an urban community college. The findings are critical for community colleges to develop Institutional Undocu-Competence for undocumented students in STEM during the COVID-19 pandemic and beyond.

The COVID-19 pandemic has amplified concerns regarding the lagging proportion of Hispanic Certified Public Accountants (CPAs). This report contrasts the CPA exam success of candidates from the regional branches of one large university system's Hispanic-serving institutions (HSIs) and non-Hispanic-serving institutions. Examination statistics during the first 27 months of the pandemic are compared to the prior 5 years. We find a statistically significant negative impact on candidates from HSIs, which will likely lead to continued underrepresentation of Hispanics within the accounting profession.

One notable outcome of the COVID-19 pandemic was the increased availability of online learning opportunities for higher education students. Despite the increased access and flexibility, few studies have examined the impact of Latin* students' academic outcomes. Using a mixed-methods design, this study utilized administrative and focus group data from students enrolled in a Hispanic-Serving Institution (HSI) to examine the educational outcomes and experiences of Latin* undergraduates. Findings suggest that the impact was especially acute for Latina students, who opted to complete courses online rather than in-person, enrolled in fewer credits, and experienced lower grade point averages compared to other female students.