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Gomes MG. Disparate discipline faced by black youth: The need for bias mitigation and school nursing impact to promote school connectedness. Arch Psychiatr Nurs 2023; 46:133-138. [PMID: 37813496 DOI: 10.1016/j.apnu.2023.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 07/31/2023] [Accepted: 09/17/2023] [Indexed: 10/17/2023]
Abstract
School connectedness is needed to improve youth mental health. Developing a school connection is more arduous for Black youth with a history of pervasive exclusionary discipline. This narrative review discusses academic and socioemotional consequences of school removals while highlighting disparities for Black youth. A comprehensive literature search was conducted, identifying relevant studies and publications using electronic databases; results from the last ten years were preferable but older references were included if deemed important. Recommendations for elevating the influence of school nursing has been included to help mitigate disparities and racial bias, considering historical discipline trends and rising mental health needs.
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Affiliation(s)
- Melissa Gilbert Gomes
- Department of Diversity, Equity & Inclusion, University of Virginia School of Nursing, United States of America.
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Wu XY, Lau EYH, Li JB, Chan DKC. Children's Daily Living Routine Mediates the Relations Between Parent-Child Relationships and Child Adjustment Problems During School Suspension in Hong Kong. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01609-7. [PMID: 37728827 DOI: 10.1007/s10578-023-01609-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/12/2023] [Indexed: 09/21/2023]
Abstract
Young children's adjustment problems were found to be prevalent during the COVID-19 pandemic. Such adjustment problems may be dependent on children's relationships with their parents and children's daily living routine in the family during the pandemic-related school suspension period. This study examines how children's routine mediated the associations between parent-child relationships and child adjustment problems during the fifth wave of the COVID-19 pandemic in Hong Kong, when schools were suspended. The study collected data from 937 parents (87.8% mothers) of children aged 5-12 (M = 7.35 years, SD = 2.09; 50.5% girls). Parents reported on parent-child relationships, children's daily living routine, and child adjustment problems in an online survey. Our findings from structural equation modeling indicate that parent-child closeness was negatively related to child adjustment problems, whereas conflict was positively related to child adjustment problems. Children's routine mediated the associations between parent-child relationships (i.e., closeness and conflict) and child externalizing problems. However, children's routine did not mediate the associations between parent-child relationships (i.e., closeness and conflict) and child internalizing problems. The findings show that parents should be helped to establish routine, especially in difficult times when young children experience turbulence in their daily life, so as to reduce their adjustment problems, in particular of an externalizing nature.
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Affiliation(s)
- Xiao-Yuan Wu
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR
| | - Eva Yi Hung Lau
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR.
| | - Jian-Bin Li
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR
| | - Derwin King Chung Chan
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR
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Wong O, Au C, Yuen H, Yu K, Lan Q, Chan N, Tsang C, Li A, Chan K. Impact of COVID-19 on the sleep-wake patterns of preschool children. Sleep Med 2023; 101:50-57. [PMID: 36334501 PMCID: PMC9595417 DOI: 10.1016/j.sleep.2022.10.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 09/12/2022] [Accepted: 10/15/2022] [Indexed: 11/06/2022]
Abstract
OBJECTIVE To explore the impact of the COVID-19 pandemic on the sleep-wake patterns of preschool children. METHODS A cohort of preschoolers established before the COVID-19 pandemic was invited to participate in this study. Data including children's demographics, their own and parental sleep-wake patterns, physical activities, and screen time were collected through an online questionnaire from August to September 2020. A comparison was made on the collected data from the same cohort of children before and during the pandemic. RESULTS The cohort which was established before the pandemic consisted of 3720 preschoolers. For this current study, 642 (17%) participated, and 497 (13%) children who fulfilled the eligibility criteria were included in the final analysis. They showed a delay in their bedtime and wake time on both weekdays and weekends with a 15-30 min increase in nocturnal sleep duration. However, with a reduction in nap time, the average daily sleep duration was shortened by 16.3 ± 64.3 min (p < 0.001) and 27.5 ± 72.9 min (p < 0.001) during weekdays and weekends, respectively. Screen time was increased while outdoor activity duration was decreased. Parental sleep/wake times were also delayed with an increase in sleep duration. Children's sleep habits were associated with screen time and parental sleep/wake patterns. CONCLUSION Despite school suspension during the COVID-19 pandemic, preschoolers were not sleeping longer. Screen time and parental sleep/wake patterns were the major factors driving the preschoolers' sleep habits. Health education is required to control screen time in children and to promote sleep hygiene among all family members.
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Affiliation(s)
- O.Y. Wong
- Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Hong Kong,Department of Paediatrics and Adolescent Medicine, Tuen Mun Hospital, Hong Kong
| | - C.T. Au
- Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Hong Kong,Hong Kong Hub of Paediatric Excellence, The Chinese University of Hong Kong, Hong Kong,Laboratory for Paediatric Respiratory Research, Li Ka Shing Institute of Health Sciences, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong
| | - H.M. Yuen
- Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Hong Kong
| | - K.N. Yu
- Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Hong Kong
| | - Q.Y. Lan
- Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Hong Kong
| | - N.Y. Chan
- Li Chiu Kong Family Sleep Assessment Unit, Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong,Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong
| | - C.C. Tsang
- Li Chiu Kong Family Sleep Assessment Unit, Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong,Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong
| | - A.M. Li
- Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Hong Kong,Hong Kong Hub of Paediatric Excellence, The Chinese University of Hong Kong, Hong Kong,Laboratory for Paediatric Respiratory Research, Li Ka Shing Institute of Health Sciences, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong
| | - K.C. Chan
- Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Hong Kong,Hong Kong Hub of Paediatric Excellence, The Chinese University of Hong Kong, Hong Kong,Laboratory for Paediatric Respiratory Research, Li Ka Shing Institute of Health Sciences, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong,Corresponding author. Department of Paediatrics, Prince of Wales Hospital, The Chinese University of Hong Kong, Shatin, Hong Kong
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Kang-Yi CD, Wolk CB, Locke J, Beidas RS, Lareef I, Pisciella AE, Lim S, Evans AC, Mandell DS. Impact of school-based and out-of-school mental health services on reducing school absence and school suspension among children with psychiatric disorders. Eval Program Plann 2018; 67:105-112. [PMID: 29289924 PMCID: PMC5835186 DOI: 10.1016/j.evalprogplan.2017.12.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2017] [Revised: 12/07/2017] [Accepted: 12/19/2017] [Indexed: 05/08/2023]
Affiliation(s)
- Christina D Kang-Yi
- Center Mental Health Policy and Services Research, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, 3rd Floor, Philadelphia, PA 19104, USA.
| | - Courtney Benjamin Wolk
- Center Mental Health Policy and Services Research, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, 3rd Floor, Philadelphia, PA 19104, USA.
| | - Jill Locke
- Speech and Hearing Sciences, University of Washington, Box 354875, 1417 NE 42nd St., Seattle, WA 98105, USA.
| | - Rinad S Beidas
- Center Mental Health Policy and Services Research, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, 3rd Floor, Philadelphia, PA 19104, USA.
| | - Ishara Lareef
- Dartmouth College Geisel School of Medicine, 1 Rope Ferry Rd, Hanover, NH 03755, USA.
| | - Aelesia E Pisciella
- Community Behavioral Health, 801 Market Street, 7th Floor, Philadelphia, PA 19107, USA.
| | - Suet Lim
- Community Behavioral Health, 801 Market Street, 7th Floor, Philadelphia, PA 19107, USA.
| | - Arthur C Evans
- American Psychological Association, 750 First Street, NE, Washington, DC 20002, USA
| | - David S Mandell
- Center Mental Health Policy and Services Research, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, 3rd Floor, Philadelphia, PA 19104, USA.
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Amato MS, Magzamen S, Imm P, Havlena JA, Anderson HA, Kanarek MS, Moore CF. Early lead exposure (<3 years old) prospectively predicts fourth grade school suspension in Milwaukee, Wisconsin (USA). Environ Res 2013; 126:60-5. [PMID: 23948117 DOI: 10.1016/j.envres.2013.07.008] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2013] [Revised: 07/16/2013] [Accepted: 07/23/2013] [Indexed: 05/22/2023]
Abstract
School suspensions are associated with negative student outcomes. Environmental lead exposure increases hyperactivity and sensory defensiveness, two traits likely to increase classroom misbehavior and subsequent discipline. Childhood Blood Lead Level (BLL) test results categorized urban fourth graders as exposed (2687; lifetime max BLL 10-20 µg/dL) or unexposed (1076; no lifetime BLL ≥5 µg/dL). Exposed children were over twice as likely as unexposed children to be suspended (OR=2.66, 95% CI=[2.12, 3.32]), controlling for covariates. African American children were more likely to be suspended than white children, but lead exposure explained 23% of the racial discipline gap. These results suggest that different rates of environmental lead exposure may contribute to the racial discipline gap.
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Affiliation(s)
- Michael S Amato
- Psychology Department, University of Wisconsin-Madison, 1202 West Johnson Street, Madison, WI 53706, USA; Nelson Institute for Environmental Studies, University of Wisconsin-Madison, 550 North Park Street, Madison, WI, USA.
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