School closings severed longstanding social connections among families and staff, producing a period of mourning and us-vs-them dynamics¶
Claim · All claims
Evidence · 1 study (2 entries) · qualitativer?·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Closing schools severed longstanding social connections that families and staff had with their schools and one another, resulting in a period of mourning. → Molly F. Gordon 2017
q2 i? Staff wished for more support merging communities because integrating different school cultures created challenging "us" vs. "them" dynamics. → Molly F. Gordon 2017 (2)
Evidence¶
Molly F. Gordon 2017¶
Molly F. Gordon, Marisa de la Torre, Jennifer R. Cowhy, Paul T. Moore, Lauren Sartain, and David Knight. (2017). School Closings in Chicago: Staff and Student Experiences and Academic Outcomes. UChicago Consortium Research Report. http://consortium.uchicago.edu/publications/school-closings-chicago-staff-and-student-experiences-and-academic-outcomes
q2 · i? · qualitative · r?
Findings from interviews at six welcoming schools in the qualitative portion of the study. Interviewees reported closures severed "the longstanding social connections that families and staff had with their schools and with one another".
"When schools closed, it severed the longstanding social connections that families and staff had with their schools and with one another, resulting in a period of mourning."
Molly F. Gordon 2017 (2)¶
Molly F. Gordon, Marisa de la Torre, Jennifer R. Cowhy, Paul T. Moore, Lauren Sartain, and David Knight. (2017). School Closings in Chicago: Staff and Student Experiences and Academic Outcomes. UChicago Consortium Research Report. http://consortium.uchicago.edu/publications/school-closings-chicago-staff-and-student-experiences-and-academic-outcomes
q2 · i? · qualitative · r?
Interview evidence from staff at six designated welcoming schools. Staff requested more support for community merging because integrating different school cultures created "us" vs. "them" dynamics in many cases.
"Staff wished for more support in merging closed and welcoming school communities because, in many cases, integrating the different school cultures created challenging "us" vs. "them" dynamics."
Discussion¶
Related Claims¶
- Staff in welcoming schools said the planning process for merging closed schools into welcoming schools was insufficient, leaving them unprepared — related
- School closures severed longstanding social connections, producing grief and us-vs-them dynamics, with increased student fights and bullying especially in the first transition year — possibly the same claim (merge candidate)
- Interviewed families enrolled in designated welcoming schools because the schools matched their priorities, because they believed enrollment there was mandatory, or because barriers limited other options — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-closings-severed-social-connections-mourning |
title |
School closings severed longstanding social connections among families and staff, producing a period of mourning and us-vs-them dynamics |
description |
School closings severed longstanding social connections among families and staff, producing a period of mourning and us-vs-them dynamics |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — molly-f-gordon-2017, molly-f-gordon-2017-2 |
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