Health promoting school standards 6, 7 and 8 applied to the analysis of school policies during the COVID-19 pandemic in Peru, Ecuador, Bolivia and Colombia (empty spaces denote lack of evidence)
| Peru | Ecuador | Colombia | Bolivia |
|---|---|---|---|
| Standard 6: School social-emotional environment | |||
| 6.1. School policies set clear directions for the desired social–emotional environment in the school, including how to make any necessary improvements and feedback | |||
| Policy stressing schools must provide social-emotional support for students | Policy stressing schools must provide social-emotional support for students | Policy stressing schools must provide social-emotional support for students | Policy stressing schools must provide social-emotional support for students |
| Creation of a community network for at-risk students | |||
| 6.2. The school has made adequate investment and has resources to promote a safe, supportive social–emotional environment | |||
| Government hired additional tutors to give support to students | |||
| Standard 7: School physical environment | |||
| 7.1. School policies ensure a safe environment for all members of the school community that is aligned with national policy | |||
| Use of television and radio broadcasts, and printed materials for students | Use of television and radio broadcasts, and printed materials for students | Return to in-person lessons where transmission rates were low in rural areas and with a hybrid schedule in urban areas | Use of television and radio broadcasts, and printed materials for students |
| Standard 8: School health services | |||
| 8.4. The school has made dedicated investment (e.g. resources, training, funding) in school health services, including school nutrition and food provision | |||
| Some localized, community-based efforts to provide food to schools students | Central government made efforts to provide food in alternative ways to students (including, e.g. vouchers) | Some rural schools reopened with the aim of reducing food insecurity | |
| Peru | Ecuador | Colombia | Bolivia |
|---|---|---|---|
| Policy stressing schools must provide social-emotional support for students | Policy stressing schools must provide social-emotional support for students | Policy stressing schools must provide social-emotional support for students | Policy stressing schools must provide social-emotional support for students |
| Creation of a community network for at-risk students | |||
| Government hired additional tutors to give support to students | |||
| Use of television and radio broadcasts, and printed materials for students | Use of television and radio broadcasts, and printed materials for students | Return to in-person lessons where transmission rates were low in rural areas and with a hybrid schedule in urban areas | Use of television and radio broadcasts, and printed materials for students |
| Some localized, community-based efforts to provide food to schools students | Central government made efforts to provide food in alternative ways to students (including, e.g. vouchers) | Some rural schools reopened with the aim of reducing food insecurity | |
Source(s): Table created by authors
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