Outbreak of anorexia nervosa admissions during the COVID-19 pandemic

Haripersad, Yasheer Venay; Kannegiesser-Bailey, Madeleine; Morton, Katinka; Skeldon, Sarah; Shipton, Nicolene; Edwards, Kara; Newton, Rachel; Newell, Amanda; Stevenson, Paul; Martin, Andrew C.

doi:10.1136/archdischild-2020-319868

Cited by 162 publications

(161 citation statements)

References 4 publications

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“…26,27 At the same time, there are substantial non-COVID-19-related mental and physical health risks associated with lack of in-person learning. 3,[28][29][30][31] Inequities that existed before the pandemic in education and health are exacerbated by school closures, particularly in Black, Latinx, and Indigenous communities and among children experiencing housing and food insecurity. 32,33 Educator health must also be a key priority; 25-50% of educators have medical conditions or older age that place them at risk for COVID-19 complications, or live with household members with a higher-risk condition.…”

Section: Discussionmentioning

confidence: 99%

Weekly SARS-CoV-2 screening of asymptomatic students and staff to guide and evaluate strategies for safer in-person learning

Doron

Ingalls

Beauchamp³

et al. 2021

Preprint

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Background: Data suggest that COVID-19 transmission in K-12 schools is uncommon, but few studies have confirmed this using widespread screening of asymptomatic individuals. Objective: To evaluate the incidence of asymptomatic COVID-19, document the frequency of in-school transmission, and confirm feasibility of widespread asymptomatic screening in schools. Design: Prospective observational study Setting: Single mid-sized suburban school district including 10 schools and a central office. Participants: District staff and students Interventions: Asymptomatic screening PCR for SARS-CoV-2 Measurements: Concurrent with a hybrid model and layered mitigation, weekly pooled testing of staff and secondary students was offered using saliva samples collected at home. Identification of >1 case in a school prompted investigation for possible in-school transmission. Staff and families were surveyed about satisfaction with the screening program. Results: From weeks 1-18, rates of incident COVID-19 in the surrounding community rose steadily. Weekly staff and student screening identified 0-7 asymptomatic cases/week. In week 7, 5 cases were identified among staff who shared an office setting. Enhancements to mitigation strategies were undertaken. The proportion of survey respondents self-reporting comfort with in-person learning before versus after implementation of screening increased. Limitations: Because screening testing was not mandatory, the results from the participating population might not represent the entire school community. Conclusions: In this school district with layered mitigation measures, in-school transmission was rare. The program identified a cluster with in-school staff-to-staff transmission and spurred enhancement of safety strategies. A weekly COVID-19 screening program can provide critical data to inform mitigation efforts, and provides school-specific, current data to inform decisions about in-person learning models. Screening provided reassurance and identified asymptomatic cases. Funding: The Wellesley Education Foundation provided funding for the testing.

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Section: Discussionmentioning

confidence: 99%

Weekly SARS-CoV-2 screening of asymptomatic students and staff to guide and evaluate strategies for safer in-person learning

Doron

Ingalls

Beauchamp³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…[42][43][44][45] Other health-related harms directly associated with lockdown include increased presentations with mental health issues due to social isolation, particularly among younger people, women and parents of young children. [46][47][48] In the longer term, economic recession exacerbated by lockdown has major implications for health, including mental health, with recent modelling predictions of an increase in the Australian suicide rate by at least 13.7%. 49 Whether such harms, and their unequal distribution, are justified by longer-term benefits at the population level depends partly on long-term policy goals and whether these are likely to be achieved.…”

Section: Off-target Effects Of Lockdownmentioning

confidence: 99%

“…There is expected to be a post‐lockdown wave of non‐communicable disease including due to delays in diagnosis and treatment for cardiovascular disease and cancer that lead to avoidable deaths in future 42–45 . Other health‐related harms directly associated with lockdown include increased presentations with mental health issues due to social isolation, particularly among younger people, women and parents of young children 46–48 . In the longer term, economic recession exacerbated by lockdown has major implications for health, including mental health, with recent modelling predictions of an increase in the Australian suicide rate by at least 13.7% 49 .…”

Section: Off‐target Effects Of Lockdownmentioning

confidence: 99%

Pandemic public health policy: with great power comes great responsibility

Jamrozik

Heriot

2020

Internal Medicine Journal

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“…Participants in most ECAs achieved better academic outcomes than non-participants after keeping social class, gender, and intellectual aptitude constant (Eccles, 2003). However, due to the COVID-19 pandemic, attending after-school activities now becomes a luxury to students, which used to build up confidence, friendships and social networks in an informal setting (Haripersad et al, 2020;Stein-Zamir et al, 2020). Thanks to technological advancement, educators designed some flexible and meaningful ECAs to enrich students' learning and foster whole-person development with the use of social media tools and digital technologies in secondary schools (Şendurur et al, 2020;Nerantzi, 2020).…”

Section: Introductionmentioning

confidence: 99%

New Interpretation of Extracurricular Activities via Social Networking Sites: A Case Study of Artificial Intelligence Learning at a Secondary School in Hong Kong

Ng¹

2020

JETS

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During the COVID-19 pandemic, attending after-school activities now becomes a luxury to students, which used to establish interests, friendships and social networks in an informal setting. Students lost contact with peers and teachers and were forced to attend blended courses at home, which may constitute threats to their non-academic issues, especially social needs and mental health of the most vulnerable students. This article overviews a new interpretation of extracurricular activities (ECAs) to teach artificial intelligence (AI) via a social networking site (SNS) among junior secondary school students in Hong Kong. A three-stage action research with the use of semi-structured interviews, motivational surveys and lesson observation was conducted. Based on how students perceived such pedagogical changes, the teachers employed various strategies to transform the “after-school” activities online. The investigation presented the planning processes on how to transform the informal learning activities to an online mode via SNSs that can reach the roles of ECAs in schooling. Our study indicated that meaningful activities rely on teachers’ leading role to build a collaborative social media environment in order to facilitate social engagement among students.

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Outbreak of anorexia nervosa admissions during the COVID-19 pandemic

Cited by 162 publications

References 4 publications

Weekly SARS-CoV-2 screening of asymptomatic students and staff to guide and evaluate strategies for safer in-person learning

Weekly SARS-CoV-2 screening of asymptomatic students and staff to guide and evaluate strategies for safer in-person learning

Pandemic public health policy: with great power comes great responsibility

New Interpretation of Extracurricular Activities via Social Networking Sites: A Case Study of Artificial Intelligence Learning at a Secondary School in Hong Kong

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