Science must inform decisions on school plans for fall
It is stating the obvious that the transition to online instruction in P-12 schools was incredibly challenging for schools, parents/guardians and students. It is also stating the obvious that there was great variation in how online instruction was provided and the degree to which students actually benefited. In fact, many students lost hard-earned academic gains, and students and their families have had difficulty navigating additional technological demands, and the loss of socialization, access to physical activity, lunch and a school nurse. Exceptions to this — students who thrived in online instruction — did exist, but were rare. Make no mistake: Schools, much like other public institutions, were tasked with responding to a developing crisis situation, and had to do so in the absence of planning and in too many cases critical resources.
As COVID-19 continues to linger if not expand, various stakeholders have pointed to concerns that are social, economic and educational in nature. Efforts are also being made to provide “guidelines” for a return to in-person instruction and school experiences in grades K-12 and beyond. Concerns regarding the safety of those who work and learn in schools, both those with and without preexisting health conditions, continue to be expressed in various formal and informal forums. At the time of this writing, we are uncertain as to what the final guidelines, recommendations and/or mandates will be. We are also uncertain, unfortunately, as to how many citizens of our commonwealth will test positive for COVID-19 in the coming weeks leading up to the start of the 2020-2021 school year.
At this time of great uncertainty and stress, decisions will have to be made regarding how we respond to this crisis. We must rely on science to make those decisions — based on the most recently available evidence. Science gathers data and findings from a number of different empirical studies conducted by a number of different research teams to make research-based recommendations.
We have already learned so much about COVID-19 in a relatively short time: We know how the virus spreads (and how it doesn’t), ways to prevent its spread, ways to treat infected patients, how to test if a patient has it, etc. This is because of scientists conducting and disseminating research from around the world.
If we really want schools to open and stay open so that in-person instruction can start and continue uninterrupted, we will use science to inform the way we live with and among one another. What we do or don’t do now has implications for Fall 2020 and beyond. At this time, wearing a face mask is one of the three best methods for preventing the transmission of COVID-19. The others are physical distancing and vigilance around basic hygiene (e.g., hand washing). These recommendations, if not mandates, are based on scientific evidence and not personal or political biases or anecdotal information. There are some who continue to call into question science and rely on information that is not credible despite the enormous dangers of doing so. Unfortunately, some of these people are in positions of leadership.
Scientists have been criticized for constantly changing their minds; remember when we were being advised not to wear masks? But that’s the thing about our scientific body of knowledge; it is constantly changing and evolving. While COVID-19 is a new disease, there are scientists, researchers and epidemiologists who have been studying these diseases for a long time. They are learning more and more about this virus, and we, the public, need to be open to learning more as the information changes, and being prepared to change our minds based on scientific evidence.
As we move forward this summer and prepare for the upcoming school year, let’s rely on science to guide us so that children and those who educate them have the best 2020-2021 school year that is possible.
We cannot wish and hope and have faith in a different outcome.