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Preprint in English | medRxiv | ID: ppmedrxiv-20138628


PurposeThis study investigated the KAP towards COVID-19 and their influencing factors among primary and middle school students during the self-quarantine period in Beijing. MethodsThis was a cross-sectional study among students from 18 primary and middle schools in Beijing during March 2020. Stratified cluster sampling was conducted. Demographic and KAP-related COVID-19 information was collected through an online questionnaire. The influencing factors were analyzed by multivariable logistic regression. ResultsA total of 7,377 students were included. The overall correct rate for COVID-19 knowledge was 74.1%, while only 31.5% and 40.5% could identify the high-risk places of cross-infection and warning body temperature. Although 94.5% of respondents believed the epidemic could be controlled, over 50% expressed various concerns about the epidemic. The compliance rates for basic preventing behaviors were all over 80%, while those for "rational and effective ventilation" (39.2%) and "dinning separately" (38.6%) were low. The KAP levels were significantly differed according to various school categories of students. The COVID-19 knowledge (OR= 3.309, 95% CI: 2.921, 3.748) and attitude (OR=1.145, 95% CI: 1.003, 1.308) were associated with preventive practices. Besides, female, urban students, those with a healthy lifestyle, and those with the willingness to engage in healthcare tended to have better preventive practices. ConclusionMost students in Beijing hold a high level of knowledge, optimistic attitudes and have appropriate practices towards COVID-19. However, targeted interventions are still necessary, especially for students with high-risk characteristics. Implications and contributionsThe performance and the potential factors of COVID-19-related knowledge, attitudes and practices (KAP) among students in primary and middle schools is still unclear. This study investigates the characteristics and the level of KAP among students. The results of the study may contribute to the targeted education and interventions for students.