TY - JOUR
T1 - Barriers to COVID-19 Intervention Implementation in K-5 Classrooms
T2 - A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban
AU - Wilson, Amanda M.
AU - Ogunseye, Olusola O.
AU - Digioia, Olivia
AU - Gerald, Lynn B.
AU - Lowe, Ashley A.
N1 - Funding Information:
This research was funded by the Pilot Project Research Training Program of the Southern California NIOSH Education and Research Center (SCERC), Grant Agreement Number T42 OH008412 from the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official view of CDC. A.M. Wilson was additionally supported by a University of Arizona Health Sciences Career Development Award. A.M. Wilson and L.B. Gerald are members of the Southwest Environmental Health Sciences Center (NIEHS P30 ES006694).
Funding Information:
Funding: This research was funded by the Pilot Project Research Training Program of the Southern California NIOSH Education and Research Center (SCERC), Grant Agreement Number T42 OH008412 from the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official view of CDC. A.M. Wilson was additionally supported by a University of Arizona Health Sciences Career Development Award. A.M. Wilson and L.B. Gerald are members of the Southwest Environmental Health Sciences Center (NIEHS P30 ES006694).
Publisher Copyright:
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2022/7/1
Y1 - 2022/7/1
N2 - The study objective was to characterize K-5 teachers’ risk perceptions and experiences with CDC COVID-19 classroom guidance in an Arizona school district with a mask mandate, conflicting with a statewide mask mandate ban. Methods: Public school teachers (n = 111) were recruited between 14 December 2021, and 31 January 2022, for an anonymous online survey with questions on seven important topics related to: (1) population demographics, (2) teachers’ perceptions of COVID-19 in the workplace, (3) masks, (4) physical distancing, (5) surface transmission routes, (6) air flow, and (7) contact tracing protocols. Descriptive statistics were calculated, and statistically significant differences in categorical responses by grade level taught were investigated with Fisher’s exact test. Results: There were 76 complete responses. No significant differences across grade levels were found. More than half (53%, 43/81) reported not feeling protected from occupational COVID-19 exposure. Lack of mask usage/enforcement was the most frequently listed reason (40%, 17/42). Physical distancing barriers included large student-teacher ratios. Conclusions: Consistent mask guidance at state and local levels, increased financial support, and lower student-teacher ratios may improve the implementation of CDC guidance for classrooms. Conflicting statewide and district-level school mask policies may negatively impact teachers’ risk perceptions.
AB - The study objective was to characterize K-5 teachers’ risk perceptions and experiences with CDC COVID-19 classroom guidance in an Arizona school district with a mask mandate, conflicting with a statewide mask mandate ban. Methods: Public school teachers (n = 111) were recruited between 14 December 2021, and 31 January 2022, for an anonymous online survey with questions on seven important topics related to: (1) population demographics, (2) teachers’ perceptions of COVID-19 in the workplace, (3) masks, (4) physical distancing, (5) surface transmission routes, (6) air flow, and (7) contact tracing protocols. Descriptive statistics were calculated, and statistically significant differences in categorical responses by grade level taught were investigated with Fisher’s exact test. Results: There were 76 complete responses. No significant differences across grade levels were found. More than half (53%, 43/81) reported not feeling protected from occupational COVID-19 exposure. Lack of mask usage/enforcement was the most frequently listed reason (40%, 17/42). Physical distancing barriers included large student-teacher ratios. Conclusions: Consistent mask guidance at state and local levels, increased financial support, and lower student-teacher ratios may improve the implementation of CDC guidance for classrooms. Conflicting statewide and district-level school mask policies may negatively impact teachers’ risk perceptions.
KW - emergency preparedness
KW - pandemic
KW - school health
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U2 - 10.3390/ijerph19148311
DO - 10.3390/ijerph19148311
M3 - Article
C2 - 35886159
AN - SCOPUS:85133513308
SN - 1661-7827
VL - 19
JO - International journal of environmental research and public health
JF - International journal of environmental research and public health
IS - 14
M1 - 8311
ER -