Fostering equity in education and academic outcomes in children with sickle cell disease. Issue 2 (17th February 2022)

• Record Type: Journal Article
• Authors: Miller, Meghan; Landsman, Rachel; Scott, J. Paul; Heffelfinger, Amy K.
• Is Part Of: Clinical neuropsychologist. Volume 36:Issue 2(2022)
• Page Start: 245
• Page End: 263
• Publication Date: 2022-02-17
• Subjects: Sickle cell -- neuropsychology -- education -- pediatric -- academic achievement; Neuropsychology -- Periodicals; Neuropsychology -- Periodicals; Mental Disorders -- Periodicals; 612.805
• DOI: 10.1080/13854046.2021.1945147
• Languages: English
• ISSNs: 1385-4046

Abstract

ABSTRACT: Objective Children with Sickle Cell Disease (SCD), who are predominantly Black, face academic disparities in part because of the impact of longstanding racially biased education systems. Adverse systemic factors in addition to neurologic complications put children with SCD at risk for poor academic outcomes. Providing caregivers with information on how to select quality schools and advocate for their child's specific educational needs may influence academic outcomes and reduce educational disparities. We aimed to provide information to caregivers of children with SCD on school selection/quality, enrollment, and special education options. Methods Forty-six caregivers of children with SCD between the ages of 2 and 5:11 years participated in a structured informational session. Caregivers' sense of empowerment regarding educational options for their child was assessed via survey before and after the structured informational session. Results Caregivers reported feeling more informed and empowered following their participation in an informational session on school selection/quality, enrollment, and special education options for their child than before the informational session. Conclusions It is essential that families of children with SCD have the knowledge, skills, and sense of empowerment to access quality schools beginning in early childhood. Future research will determine if this intervention will improve children's access to academic support and academic outcomes. We theorize improvements in academic outcomes along with addressing systemic disparities may ultimately create a positive impact on vocational and quality of life outcomes in the lives of children with SCD.