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School Learning Format and Children’s Behavioral Health During the COVID-19 Pandemic

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Article Information

Accepted for Publication: October 27, 2021.

Published Online: January 10, 2022. doi:10.1001/jamapediatrics.2021.5698

Corresponding Author: Emily C. Hanno, PhD, Graduate School of Education, Harvard University, 14 Appian Way, Cambridge, MA 02138 (ehanno@g.harvard.edu).

Author Contributions: Dr Hanno and Ms Fritz had full access to all the data in the study and take responsibility for the integrity of the data and the accuracy of the data analysis.

Concept and design: All authors.

Acquisition, analysis, or interpretation of data: All authors.

Drafting of the manuscript: Hanno.

Critical revision of the manuscript for important intellectual content: All authors.

Statistical analysis: Hanno, Fritz.

Obtained funding: Jones, Lesaux.

Administrative, technical, or material support: All authors.

Supervision: Jones, Lesaux.

Conflict of Interest Disclosures: None reported.

Funding/Support: This study was supported by funding from the Saul Zaentz Charitable Foundation to the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education (Drs Jones and Lesaux).

Role of the Funder/Sponsor: The funders had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

Additional Contributions: We thank Abt Associates for their ongoing collaboration and support of data collection for the Early Learning Study at Harvard. We thank the families and children for their continued participation in this study.

References
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UNESCO. Education: from disruption to recovery. Accessed January 26, 2021. https://en.unesco.org/covid19/educationresponse
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Jones  SM , Lesaux  NK , Gonzalez  KE , Hanno  EC , Guzman  R .  Exploring the role of quality in a population study of early education and care.   Early Child Res Q. 2020;53:551-570. doi:10.1016/j.ecresq.2020.06.005Google ScholarCrossref
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Gioia  GA , Espy  KA , Isquith  PK .  Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P). Psychological Assessment Resources; 1996.
4.
Kuhfield  M , Ruzek  B , Johnson  A , Tarasawa  B , Lewis  K . Technical appendix for: learning during COVID-19: initial findings on students’ reading and math achievement and growth. Published November 2020. Accessed September 14, 2021. https://www.nwea.org/content/uploads/2020/11/Technical-brief-Technical-appendix-for-Learning-during-COVID-19-Initial-findings-on-students-reading-and-math-achievement-and-growth-NOV2020.pdf
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McCoy  DC , Cuartas  J , Behrman  J ,  et al.  Global estimates of the implications of COVID-19-related preprimary school closures for children’s instructional access, development, learning, and economic wellbeing.   Child Dev. 2021;92(5):e883-e899. doi:10.1111/cdev.13658PubMedGoogle Scholar
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