Search Results (4)

The aim of this paper is to describe coping strategies for difficulties generated by the COVID-19 pandemic in schools categorized as “highly vulnerable” in Spain, mainly focusing on children from immigrant and Roma families. Within the framework of a broader research study, we focus our gaze, as a case study, on two schools using in-depth interviews with its principals. These two schools were chosen as case studies because they had shown a history of carrying out documented educational change processes for at least 3 years before the pandemic. Our analytical strategy was a qualitative content analysis of a deductive–inductive nature. The results of our study can help identify key elements for the mechanisms of “Community Socio-Educational Resilience” and show that the innovative educational strategies tested by schools in the periods prior to the pandemic facilitated the generation of specific strategies for addressing problems arising from the pandemic. These strategies contributed to cushioning the increased inequality generated by the pandemic, contributing to the social sustainability of the educational and community system. Full article

This study examined the migratory status/ethnic inequities in dental caries in school children aged 4–9 years (n = 1388) and the impact of the Children’s Oral Health Program in the Municipality of Bilbao in the Basque Country Region, Spain. Using the 2017 Children’s Oral Health Survey, log binomial regression was used to quantify the association of parental immigration status/ethnicity with tooth decay for (1) the primary and the permanent dentitions, separately, in children 4–9 years old; and (2) for the permanent dentition in children aged 7–9 years. Compared with Spanish children, Spanish Roma and immigrant children had a higher probability of tooth decay in primary and permanent teeth after adjustment. Similarly, Spanish Roma and immigrant children had a higher probability of caries experience in primary and permanent teeth. In children aged 7–9 years, Spanish Roma children had a greater probability of tooth decay and caries experience (DMFT index ≥ 1; PR: 6.20; 95% CI: 3.18, 12.12; and PR: 4.52; 95% CI: 2.46, 8.32; respectively) compared with Spanish Children. These associations were not observed in immigrant children. This study shows that parental immigration status and/or ethnicity affect caries outcomes in immigrant and Roma children in both primary and permanent dentition. Full article

Between May 2017 and November 2018, Greece has experienced a severe measles outbreak with a total of 3258 cases reported, after reaching its goal of eliminating measles since 2014–2015. In this study, we aimed to investigate the origin and the dispersal patterns of the measles strains that circulated in Greece during this outbreak and to identify possible transmission patterns of measles virus (MeV) in the country. Of the 832 measles suspect cases referred to the National Measles and Rubella Reference Laboratory for MeV RNA detection, 131 randomly selected positive samples, representative of the temporal and spatial distribution of the laboratory-confirmed measles cases in Greece, were processed for genotypic identification by an RT-PCR amplification of a 598 bp fragment containing the 450 bp hypervariable region of the measles virus N gene. Phylogenetic analysis was carried out by the approximate maximum likelihood method (ML) under the generalized time-reversible (GTR + cat) model. All samples analyzed were found to belong to genotype B3. Comparative analysis with other European and reference measles strains revealed three separate major clusters and other multiple viruses circulating simultaneously in Greece. They were all isolated from three main community groups, Greek-Roma children, non-minority Greek nationals and immigrants/refugees, a finding that is in accordance with what was also observed in the last two measles outbreaks in 2005–2006 and 2010–2011. Notably, for one of the three clusters, no similarity was detected with previously reported prototype strains. Our results indicate the need for a more intensive vaccination program against measles amongst minority populations and in refugee hot-spots as well as the importance of molecular surveillance as a tool for monitoring measles outbreaks. Full article

Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children’s concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive learning environment by allocating students to small heterogeneous groups with an adult volunteer per group. This classroom organization format has produced reported evidence of enhancing social cohesion and academic achievement, mainly in elementary education. However, its potential to foster positive peer interactions in Early Childhood Education among disadvantaged children remains unexplored. Therefore, this case study explores in depth the type and frequency of positive peer interactions in interactive groups in a preschool classroom serving mainly Roma and immigrant children with a very low SES. The results show that in this context, children acknowledge each other’s work and provide help, guidance, and solidarity interactions when solving academic tasks. Our analysis reveals that children internalize the rules and functioning of the IG since those aspects emerge in their conversations during the activity. Implications for practitioners and policymakers are also discussed. Full article