Citation

George G, Dilworth-Bart J, Herringa R. Policy Insights Behav. Brain Sci. 2021; 8(2): 111-118.

Copyright

(Copyright © 2021, SAGE Publications)

DOI

10.1177/23727322211032248

PMID

unavailable

Abstract

The Novel Coronavirus (COVID-19) pandemic can affect more than a child's biological health. Lack of in-person schooling and increased stress can affect neurodevelopment, mental health, and later life outcomes, especially for students who are from low socioeconomic status (SES) households. Insights from neuroscience on child development reveal potential neural mechanisms and educational outcomes likely disrupted by the pandemic--and how this will disproportionally affect low-SES children. Three policies can combat these educational and emotional effects: increased access to online resources, investments in social-emotional health, and increased access to summer/out-of-school learning. Integrating the traditionally separate fields of neuroscience and educational research will be critical for developing and assessing the most impactful policies to improve the well-being and educational achievement of our most disadvantaged children.

Language: en

Keywords

adolescents; COVID-19; education; neuroscience; socioeconomic status