Symptoms may appear 2-14 days after exposure to the virus. People with these symptoms may have COVID-19:

Fever or chills

Cough

Shortness of breath or difficulty breathing

Fatigue

Muscle or body aches

Headache

New loss of taste or smell

Sore throat

Congestion or runny nose

Nausea or vomiting

Diarrhea

Look for emergency warning signs for COVID-19. If someone is showing any of these signs, seek emergency medical care immediately:

Trouble breathing

Persistent pain or pressure in the chest

New confusion

Inability to wake or stay awake

Pale, gray, or blue-colored skin, lips, or nail beds, depending on skin tone

The best way to prevent illness is to avoid being exposed to this virus. Learn how COVID-19 spreads and practice these actions to help prevent the spread of this illness.

To help prevent the spread of COVID-19:

Wear a mask to protect yourself and others and stop the spread of COVID-19.

Stay at least 6 feet (about 2 arm lengths) from others who don’t live with you.

Avoid crowds and poorly ventilated spaces. The more people you are in contact with, the more likely you are to be exposed to COVID-19.

Get a COVID-19 vaccine when it’s available to you.

Clean your hands often, either with soap and water for 20 seconds or a hand sanitizer that contains at least 60% alcohol.

Avoid close contact with people who are sick.

Cover your cough or sneeze with a tissue, then throw the tissue in the trash.

Clean frequently touched objects and surfaces daily. If someone is sick or has tested positive for COVID-19, disinfect frequently touched surfaces.

Monitor your health daily.

If you have possible or confirmed COVID-19

Stay home except to get medical care.

Monitor your symptoms carefully. If your symptoms get worse, call your healthcare provider immediately.

Get rest and stay hydrated. Take over-the-counter medicines, such as acetaminophen, to help you feel better.

If you have a medical appointment, notify your healthcare provider ahead of time that you have or may have COVID-19.

Stay in a specific room and away from other people in your home. If possible, use a separate bathroom. If you must be around others, wear a mask.

Medical treatments

Treatments used for COVID-19 should be prescribed by your healthcare provider. People have been seriously harmed and even died after taking products not approved for COVID-19, even products approved or prescribed for other uses. Your healthcare provider will decide on what approach to take for your treatment.

Your healthcare provider also may recommend the following to relieve symptoms and support your body’s natural defenses.

Taking medications, like acetaminophen or ibuprofen, to reduce fever.

Drinking water or receiving intravenous fluids to stay hydrated.

Getting plenty of rest to help the body fight the virus.

If someone is showing emergency warning signs, get medical care immediately. Emergency warning signs include:

Trouble breathing

Persistent pain or pressure in the chest

New confusion

Inability to wake or stay awake

Bluish lips or face

The economic crisis unleashed by the outbreak of COVID-19 is hurting economies, regardless of income level. The most recent data from UNIDO’s seasonally adjusted Index of Industrial Production (April 2020 vs December 2019) indicate that both lower- and upper middle-income countries have been significantly impacted by COVID-19 .
There are  studie  which examined the experiences of families with school-aged children during the first three months of the 2020 pandemic of COVID-19 in the United States, while focusing on the roles of income level and race/ethnicity in their experiences. Two hundred and twenty-three parents of school-aged children participated in this study by completing an online survey. The results revealed that low-income and lower-middle class parents, as well as parents of color, experienced more instrumental and financial hardships due to the pandemic, when compared to their higher income, White counterparts. In contrast, parents with higher income and White parents were more likely to feel stressed over structuring home learning environments and planning educational and physical activities at home for their children. The overall findings suggest that family income level and race/ethnicity play a significant role in the lives of families coping with a variety of challenges due to the pandemic 

Recent data from Centers for Disease Control and Prevention (CDC, 2020a) indicated that COVID-19 disease burden, including acquisition of illness, hospitalization, and mortality, is disproportionately higher among racial and ethnic groups (e.g., Black/African American, Latinx, American Indian or Alaska Native, and Asian American). Persistent systemic inequities, such as structural racism and discrimination, overcrowded housing, occupational segregation, and inadequate health access and utilization, play a large role in contributing to disparities in health outcomes among minoritized populations (cited in Brown et al., 2020; CDC, 2020b). Evidence has suggested that Black and Hispanic workers face much more economic and health insecurity as a result of the COVID-19 outbreak than White workers (Gould & Wilson, 2020). Being that racial and ethnic minority groups (e.g., Black and Latino people) are overrepresented in low-wage jobs and in jobs that cannot transition to remote work, they have been hit the hardest by stay-at home and other public health measures that put in place to control the spread of the virus. Recent data suggest that people of color and low-income families, when compared to their White and higher-income counterparts, have been affected much more by spiking unemployment and job insecurity (Gould & Wilson, 2020), as well as increased housing instability (Greens & McCargo, 2020), since the COVID-19 outbreak. These economic and social inequities may in turn place minoritized families at greater risk for increased stress and disparate outcomes during the COVID-19 pandemic.

School closures due to the COVID-19 outbreak have added extra challenges for parents of schooling children. Moreover, prolonged school closures can further exacerbate preexisting educational disparities. Reports have shown that lower-income parents are more concerned about their children potentially falling behind amid COVID-19 school closures than higher-income parents (Horowitz, 2020). While many schools have abruptly adopted remote learning to continue students’ schooling in response to the outbreak, students from lower-income households experience a “digital gap” due to the lack of reliable access to the Internet and other digital resources (e.g., computers) at home, potentially affecting their learning. Data reported by Pew Research Center further suggest that the digital gaps are particularly notable in Black and Hispanic households of low incomes (Auxier & Anderson, 2020), suggesting race and family income contribute to the complexity of widening educational inequities as a result of the COVID-19 outbreak.

According to Prime et al.’s (2020) conceptual framework, the impact of social disruption due to COVID-19 (e.g., job loss, financial hardship, social distancing, confinement) needs to be considered in the context of preexisting vulnerabilities in families (e.g., racism and marginalization, economic hardship, history of adversity). Although the current strain of the COVID-19 outbreak is unprecedented and affects all people globally, the impact of the virus can be rooted in historic and persistent social, economic, and educational disparities, resulting in greater vulnerabilities and difficulties in people of color and low-income families. This study further examined the roles of income level and race/ethnicity in families’ experiences coping with the COVID-19 pandemic, focusing on those with school-aged children. We expected to observe greater social, economic, and educational challenges and problems experienced by families of color and low-income households.

In addition, school meal programs are essential to many American families. We observed that low-income and lower-middle class families were more likely to be affected by their children missing free and reduced-price school meals due to the pandemic, when compared to higher income families. Communities and school need to work collaboratively to provide meals to students in need during school closures through different practices (e.g., curbside grab-and-go, delivery routes, mobile food pantries, etc.).

While students stayed home due to school closures in response to the pandemic, we observed that about one-third of families did not have a clear structure and schedule at home to support their children’s learning. Particularly, more middle-class parents appeared to struggle to create and maintain a clear structure and routines at home. It is possible that middle-class parents were cognizant of the importance of having a clear structure and routines at home but did not have the means for implementation. Schools may provide support through consultation to help parents design and implement customized structure and schedule plans for their children, while taking account of family structure, parent’s work schedule, and life circumstances.

Even though low-income and lower-middle class parents, as well as parents of color, experienced more instrumental and economic challenges, we observed that upper-middle and high-income parents were more likely to report that school closure had been a major problem for them. Particularly, parents of higher incomes and White parents were more likely to feel stressed over structuring home learning environments, and planning educational and physical activities at home for their children. The gap is most significant between parents of upper-middle and high-income class and those of low-income and lower-middle class. It is possible that upper-middle and high-income parents were more likely to work from home during the pandemic than low-income and lower-middle class parents; therefore, their immediate exposure to and association with their children’s learning at home resulted in additional responsibilities and perceived stress. It is also possible that low-income and lower-middle class parents were more likely to be overwhelmed by immediate financial challenges. They were more concerned about their family’s basic needs, such as food, clothes, and shelter, than structuring their children’s days and planning educational and physical activities at home for their children. Schools can play a pivotal role in providing needed psychological and instrumental support based on families’ specific needs. Children lost that connection of social interaction with each other.