ABSTRACT
Introduction: Coronavirus disease 2019 (COVID-19) pandemic has affected all spheres of life and work. Children have been deeply affected, with >3.34 billion affected learners in India. The present study aimed to assess the awareness regarding social distancing strategies in schools among teachers of Delhi. Further, it explores the attitudes and perceived challenges toward various practical strategies in schools. Materials and methods: A cross-sectional study (formative research design) was conducted through an online survey. Teachers during the first nationwide lockdown period were contacted through the snowball method. Quantitative analysis was done using Statistical Package for the Social Sciences (SPSS) version 21. For the qualitative responses, summative content analysis was conducted by a data coder who was blinded to the identity of the respondent. Results: A total of 199 school teachers from various government schools of Delhi participated in the study. Around 49.7% of teachers suggested that online classes would be the best way for appraising children and parents about social distancing, while 24.1% (n = 48) of them insisted on the use of social media. A total of 11.05% of the respondents were of the view that preventive strategies are incredibly difficult to implement and execute. Conclusion: Teacher training and sensitization of parents and children can help overcome the perceived challenges. Clinical and public health significance: Appropriate COVID-19 preventive strategies implementation remains the mainstay for preventing the transmission of the pandemic among the most vulnerable group-school children. Attempts should be made to tailor-made changes required at the policy as well as school level, understanding the probable school environment and psychological impact, keeping abreast with the local challenges. How to cite this article: Jain S, Bajaj A, Mohanty V, et al. Assessing Social Distancing Strategies in Government Schools of Delhi, India: A Formative Research Study. Int J Clin Pediatr Dent 2023;16(1):101-106.