000 04203nam a22004217a 4500
999 _c6595
_d6595
005 20250625151524.0
008 200422s2020 -nz|| |||| 00| 0 eng d
040 _aAFVC
245 _aControl measures to deliver COVID-19 strategies :
_beducation sector evidence review
_cPrepared by COVID-19 Public Health Response Strategy Team
260 _aWellington, New Zealand :
_bMinistry of Health,
_c2020
300 _aelectronic document (16 pages) ; PDF file; Word doc
500 _aWorking paper, April 2020
520 _aThis working paper presents a review of evidence relating to COVID-19 and education settings. It forms part of background work commissioned by the Ministry of Health (the Ministry) by the Director of Public Health to help inform the response to COVID-19. Recently emerging evidence suggests closure of education institutions has a limited role in reducing COVID-19 morbidity and mortality. Best case scenario modelling, which may not apply to Aotearoa/New Zealand, suggests it may reduce COVID-19 by 2-4 percent. Real world evidence from previous coronavirus outbreaks (SARS) and one evaluation of the impact of closing schools in Japan on COVID-19 do not suggest a large impact of closing schools on reducing coronavirus infections. This is, in part, because of the developing understanding of the reduced role of children in transmission of coronavirus in comparison to influenza virus, which most literature on the effectiveness of school closures in epidemics and pandemics arises from. Education institution closures have profound and enduring impacts on health, educational, economic and social inequities. These need to be monitored and, where possible, mitigated. There are a range of measures that could be applied in educational settings in Aotearoa/New Zealand to either replace full closure or as part of a stepped down response. These include measures to reduce the number of social contacts (eg, staggering class start and end times, closing common spaces, splitting classes of the teaching week, physical distancing) and reducing the likelihood of transmission (eg, hand hygiene measures in schools, cleaning commonly used surfaces). A staged, flexible risk-based approach would need to be taken, with accompanying evaluation, as the evidence for these interventions is also poor. High-quality community surveillance should be in place to support this. Moreover considering how any proposed ‘step down’ measures would impact on inequity is crucial. Research in this area needs to be monitored closely as more relevant COVID-19 specific studies will emerge. (Executive summary). The paper notes the role of ECE and schools for mitigating the impact on family violence as one of the reasons to reopen, see Adverse consequences – equity (these are informed assumptions)" under Social, page 10. Follow the website link for paper in Word format. Record #6595
650 _aADVERSE CHILDHOOD EXPERIENCES
_94089
650 _aCHILD EXPOSURE TO VIOLENCE
_9130
650 _aCHILDREN
_9127
650 _aCOVID-19
_98949
650 4 _9210
_aEARLY CHILDHOOD EDUCATION
650 _aEDUCATION
_9218
650 _aFAMILY VIOLENCE
_9252
650 _aHEALTH
_9283
650 _aMĀORI
_9357
650 _aMATE KORONA
_99981
650 _aPACIFIC PEOPLES
_93408
650 _aPANDEMICS
_98950
650 _aPASIFIKA
_9419
650 4 _9515
_aSCHOOLS
650 4 _aTAMARIKI
_9597
650 0 _93921
_aTERTIARY EDUCATION
650 _aTERTIARY STUDENTS
_96257
650 _aYOUNG PEOPLE
_9660
651 4 _aNEW ZEALAND
_92588
710 1 _92409
_aNew Zealand.
_bMinistry of Health.
856 _uhttps://www.health.govt.nz/system/files/2020-03/covid-19_control_measures_to_deliver_covid-19_strategies_education_sector_evidence_review-21apr20.pdf
_zDownload report, PDF
856 _uhttps://www.health.govt.nz/system/files/2020-03/covid-19_control_measures_to_deliver_covid-19_strategies_education_sector_evidence_review-21apr20.docx
_zDownload report, Word DOC
856 _uhttps://www.health.govt.nz/publications/covid-19-modelling-and-other-commissioned-reports
_zAccess COVID-19 modelling and other commissioned reports
942 _2ddc
_cBRIEFING