Assessment of Community Accordance to the Essential Actions at School Level and Support for Reopening in Covid Era

Abstract

Background: The emergence of a novel strain of Coronavirus, now named SARS-CoV-2, in Wuhan city, China,
in late 2019, resulted in a global pandemic that spread to every region of the world. Various measures like social
distancing, wearing masks including closure of schools became the new normal. The decision to close schools is to
bring stability between the risk associated with transmission in the school environment and the educational and
welfare impact upon children of shutting down education establishments. While countries in the region are at
various phases of evolution of the COVID-19 pandemic, facing a combination of common and unique challenges,
each has begun to prepare and effectuate the safe reopening of schools.
Objective: To assess community accordance to the essential actions at school level and support for school reopening
in covid era and factors responsible for it.
Methodology: A community based cross-sectional study was conducted among adults who were parents/
care takers/guardians of school children aged 5-15years residing in urban area. The proforma comprised of
sociodemographic profile and the 21 Actions at School level as per WHO recommendation. Data was collected
using Google Forms. Responses were presented as frequencies, percentages and Chi-square test.
Results: A total of 615 adults were enrolled for the study. 44.44% of study participants accepted the 21 actions at
school level and were in favour of school reopening. 60% were 32–45 years, 63.25% were literates and maximum
were females. Significant associations were observed with study participants with younger age (p<0.0001), residing
in nuclear families and children enrolled in private schools (p<0.00001), were more in favour of accepting the 21
actions at school level and willing to send the children back to school.
Conclusion: There is a need to revaluate purpose, content and modes of delivery of education and to make
adjustments that in the future strengthen multiple flexible learning pathway introduce innovative pedagogical
models, and incorporate crisis-sensitive planning.