[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-587628-en":3,"detail-sidebar-cat-0-en-105":30,"doc-seo-587628-105":80},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":11,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29,"preview_page_count":4},587628,2336475104957,"นรินทร์","https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136",8,"Research & Report","Emergency Exits: Avenues for New Research to Improve Youth Outcomes After COVID","Emergency exits argues for targeted research to address unequal youth outcomes after COVID school shutdowns. It links early pandemic disruptions to long-lasting academic, social, and mental-health consequences, illustrated through detailed family and child stories, including gaps in online learning access and delayed identification of needs. Drawing on reporting and interviews across disciplines, it outlines priority research questions and evidence gaps that can guide equitable recovery responses for schools, caregivers, and clinicians.","Emergency Exits: Avenues for New Research to Improve Youth Outcomes After COVID  \nAnya Kamenetz  \nAspen Institute  \nEmergency Exits: Avenues for New Research to Improve Youth Outcomes After COVID  \nAnya Kamenetz Aspen Institute  \nSuggested Citation:  \nKamenetz, A. (2023) . Emergency exits: Avenues for new research to improve youth outcomes after COVID. William T. Grant Foundation.  \nJournalist Anya Kamenetzis a writer who makes extensive use of research in her reporting—so much so that, in 2022, the American Educational Research Association recognized her with its Excellence In Media Reporting On Education Research Award. But as she learned while reporting on the pandemic for NPRand for her recent book, sometimes research leaves crucial questions unanswered. We asked her to explain what questions need to be investigated, and why, in the effort to recover from the pandemic and move toward greater equity in education. At the William T. Grant Foundation, we hope to support the research that answers these questions.  \n–Adam Gamoran, February 2023.  \nWHEN SCHOOLS SHUTDOWN all over the world in March 2020, I was covering education as a journalist for National Public Radio. To understand what might happen next, I consulted the existing research on the impact of school closures, which in the 20th century have typically happened in the context of major social upheaval: epidemics like Ebola, weather disasters like Katrina, or civil wars, such asthe Rwandan genocide.  \nHistory suggested that COVID’s impacts would be severe, wide-ranging, long-lasting, and above all, deeply unequal. Working-class teenagers would drift into caregiving and paid work. Younger children and special-needs students would miss being identified for services and miss important interventions. Racialized minorities and the poor would have unequal access to online learning and other stopgap measures. Children, and particularly children in poverty, would be at risk from toxic stress, both directly and through their caregivers.  \nFor my book The Stolen Year: How COVID Changed Children’s Lives, and Where We Go Now, I began fleshing these predictions out (Kamenetz, 2022) . I interviewed more than 100 economists, sociologists, anthropologists, legal scholars, historians, developmental psychologists, and experts from other disciplines, many of whom had swiftly pivoted their own research projects to cover the impacts ofthe pandemic. And I spoke to children and families with many different identities across class, race, rural vs. urban, family composition, and disability status. The five families I followed most closely were: a teacher and feed-mill employee with five children, members of the Cherokee nation, living in rural Oklahoma; a doctor and hedge-fund executive, Jewish, with three children, in Brooklyn; a paraeducator and groundskeeper, Black, with two children who both have special needs, in Washington, DC; a teacher and nonprofit worker, White, in the Bay Area, with one son, who also took in an emergency foster child during the pandemic whose family had immigrated from southeast Asia; and a single mother working in a homeless shelter, Black, with eight children, in St. Louis.  \nComplex experiences, lingering impacts  \nOne child I think about a lot is Jonah. Currently, he is a middle schooler in California's Bay Area. He has autism, dyslexia, and ADHD. He also has curly hair, a great sense of humor, is fearless when doing tricks on his razor scooter, and adores his pet cat. Jonah’s mother, Maya, had worked diligently for years to help get him the support he needed to be successful in school, at home, and socially. But when schools shut down, in March 2020, he lost that support. At bedtime that night, Jonah said to his mother,“I'm going to go crazy if I don't go to school.”  \n“Zoom just sucks,” Jonah told me the first time we talked, yes, over Zoom. He was all but unable to participate in online school. It was a daily battle, often with violent outbursts. But all was n","cbCainYSNuzFmqmL","https://ap.wps.com/l/cbCainYSNuzFmqmL","pdf",1726079,1,9,"English","en",105,"# Background: What research predicted during school shutdowns\n# Youth impacts and complexity in lived experiences\n# Case example: Jonah and the limits of online supports\n# Role of research today\n# Priority research areas (emerging from unanswered questions)","[{\"question\":\"How did school shutdowns affect students differently across groups?\",\"answer\":\"Existing research and the narrative emphasize that impacts were severe and deeply unequal. Working-class teens shifted toward caregiving and paid work, younger and special-needs students missed services, and racialized minorities and poor students had less access to online learning and interventions.\"},{\"question\":\"What challenges did Jonah face when schools moved online and later returned in person?\",\"answer\":\"Jonah struggled to participate in online school and had frequent daily battles and violent outbursts. After returning in fall 2021, he felt socially dislocated, fell behind academically, began refusing school, and later attempted suicide, requiring intensified in-person support.\"},{\"question\":\"Why does the document emphasize research as a key part of recovery after COVID?\",\"answer\":\"Researchers are described as crucial for cataloging lingering effects and identifying who is affected and how. The goal is to produce evidence that points toward successful, equitable responses for education and support systems.\"}]","Emergency Exits: Avenues for New Research to Improve Youth Outcomes After COVID | PDF",1792062444,23,{"code":4,"msg":5,"data":31},[32,37,42,47,52,57,62,65,69,72,76],{"id":20,"doc_module":4,"doc_module_name":33,"category_name":34,"show_sort_weight":35,"slug":36},"Document","Story & Novel",90,"story-novel",{"id":38,"doc_module":4,"doc_module_name":33,"category_name":39,"show_sort_weight":40,"slug":41},2,"Literature",80,"literature",{"id":43,"doc_module":4,"doc_module_name":33,"category_name":44,"show_sort_weight":45,"slug":46},4,"Exam",70,"exam",{"id":48,"doc_module":4,"doc_module_name":33,"category_name":49,"show_sort_weight":50,"slug":51},5,"Comic",60,"comic",{"id":53,"doc_module":4,"doc_module_name":33,"category_name":54,"show_sort_weight":55,"slug":56},6,"Technology",50,"technology",{"id":58,"doc_module":4,"doc_module_name":33,"category_name":59,"show_sort_weight":60,"slug":61},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":33,"category_name":12,"show_sort_weight":63,"slug":64},30,"research-report",{"id":21,"doc_module":4,"doc_module_name":33,"category_name":66,"show_sort_weight":67,"slug":68},"Religion & Spirituality",20,"religion-spirituality",{"id":67,"doc_module":4,"doc_module_name":33,"category_name":70,"show_sort_weight":67,"slug":71},"World Cup","world-cup",{"id":73,"doc_module":4,"doc_module_name":33,"category_name":74,"show_sort_weight":73,"slug":75},10,"Lifestyle","lifestyle",{"id":77,"doc_module":4,"doc_module_name":33,"category_name":78,"show_sort_weight":48,"slug":79},19,"General","general",{"code":4,"msg":81,"data":82},"ok",{"site_id":24,"language":23,"slug":83,"title":13,"keywords":84,"description":14,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"emergency-exits-avenues-for-new-research-to-improve-youth-outcomes-after-covid","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":33,"@type":93,"position":38},"https://docshare.wps.com/document/",{"item":97,"name":12,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":13,"@type":93,"position":43},"https://docshare.wps.com/document/emergency-exits-avenues-for-new-research-to-improve-youth-outcomes-after-covid/587628/",{"url":100,"name":13,"@type":102,"image":103,"author":108,"headline":13,"publisher":110,"fileFormat":113,"inLanguage":23,"description":14,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/emergency-exits-avenues-for-new-research-to-improve-youth-outcomes-after-covid/587628.png","ImageObject",300,407,{"name":9,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":11},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"How did school shutdowns affect students differently across groups?","Question",{"text":128,"@type":129},"Existing research and the narrative emphasize that impacts were severe and deeply unequal. 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