117 - The Impact of the COVID Pandemic on Neurocognitive and Academic Performance in Pediatric Sickle Cell Disease

Publication Number: 117.6649

Jeffrey S. Karst, Medical College of Wisconsin, Milwaukee, WI, United States; Meghan S. Miller, Medical College of Wisconsin, Milwaukee, WI, United States; Kristin Bingen, Medical College of Wisconsin, Milwaukee, WI, United States; Jennifer Hoag, Medical College of Wisconsin, Milwaukee, WI, United States; Amanda Brandow, Medical College of Wisconsin, Milwaukee, WI, United States

Background: The COVID pandemic and the interruptions in academic and social support systems disproportionately affected children with chronic illness and under-resourced and minoritized communities. Children with sickle cell disease (SCD) often faced increased risks due to their immune compromised status, socioeconomic disadvantages, and frequent experiences of systemic discrimination.

Objective: This study sought to evaluate the cognitive, academic, and social-emotional impact of the COVID pandemic on children with SCD.

Design/Methods: Retrospective analysis of neurocognitive and academic functioning compared children completing routine neurocognitive screening before (March 2019 – February 2020; n = 17) and after (November 2020 – February 2022; n = 19) the onset of the pandemic. Screening measures included selected subtests from the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) and Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-4) as well the PedsQL 4.0 Core. All enrolled patients (N = 36) also completed the COVID-19 Exposure and Family Impact Survey (CEFIS), SCD-adapted CoRonavIrus Health Impact Survey (CRISIS) at the time of study enrollment.

Results: Results suggested lower academic scores in the post pandemic group (M = 86.53, SD = 9.79) compared to the pre-pandemic group (M = 92.50, SD = 9.28). Compared to normative means, 47.4% of the post-pandemic group scored greater than one SD below the mean, compared to 17.6% of pre-pandemic participants. Significant differences were not identified among five domains of cognitive functioning nor in assessment of health-related quality of life. CEFIS Exposure scores were significantly and inversely associated with Caregiver reported quality of life. Among all participants in the study, 42% had a family member hospitalized for COVID-19. Nearly half of caregivers reported feeling extremely worried about their child’s health being impacted by COVID-19, while 33% of patients reported being very or extremely worried about their school progress due to pandemic associated interruptions.

Conclusion(s): The COVID-19 pandemic had a significant, negative impact on the academic and social-emotional functioning of children with SCD and their families. Increased support and advocacy is needed to account for these ongoing challenges.

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