The coronavirus disease 2019 pandemic has led to drastic public health measures, including school closures to slow the spread of severe acute respiratory syndrome coronavirus 2 infection. Reopening educational settings by using diagnostic testing approaches in schools can help accelerate the safe return of students and staff to on-site learning by quickly and accurately identifying cases, limiting the spread of severe acute respiratory syndrome coronavirus 2, and ultimately preventing unnecessary school and work absenteeism. Although the National Institutes of Health has identified community partnerships as the foundation for reducing health disparities, we found limited application of a community-based participatory research (CBPR) approach in school engagement. Guided by the CBPR conceptual model, we provide case studies of 2 established and long-standing school-academic partnerships built on CBPR processes and practices that have served as a research infrastructure to reach underserved children and families during the coronavirus disease 2019 pandemic. The process described in this article can serve as an initial platform to continue to build capacity toward increasing health equity.

中文翻译：

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在全球大流行期间动员已建立的学校合作伙伴关系来帮助服务不足的儿童。

2019 年冠状病毒病大流行导致采取了严厉的公共卫生措施，包括关闭学校以减缓严重急性呼吸系统综合症冠状病毒 2 感染的传播。通过在学校使用诊断测试方法重新开放教育机构，可以快速准确地识别病例，限制严重急性呼吸综合征冠状病毒 2 的传播，并最终防止不必要的上学和工作，从而有助于加速学生和教职员工安全返回现场学习缺勤。尽管美国国立卫生研究院已将社区伙伴关系确定为减少健康差异的基础，但我们发现基于社区的参与性研究（CBPR）方法在学校参与中的应用有限。在 CBPR 概念模型的指导下，我们提供了 2 个建立在 CBPR 流程和实践基础上的长期学校学术合作伙伴关系的案例研究，这些合作伙伴关系作为研究基础设施，在 2019 年冠状病毒病大流行期间惠及服务不足的儿童和家庭。本文描述的流程可以作为继续建设能力以提高健康公平性的初始平台。