Flattening the curve of the pandemic is a long slog, but a few lessons are being learned, particularly in the K-12 education domain. When COVID-19 hit in March 2020, pandemic emergency response plans embraced a singular education strategy – close all K-12 schools and default to hastily-assembled and largely-untested “home learning” programs.
Following public health directives, close to five million Canadian K-12 students and 451,400 teachers were left scrambling to master unfamiliar technology, slap together learning packages, and muddle-through until the end of the 2019-20 school year. The school year mostly petered-out, ending two-weeks earlier than ever before. Without reliable student tracking or achievement data, assessing the real impact is guesswork. Provincial systems and school districts did their best under stressful conditions. In Canada’s largest school district, the Toronto District School Board, it was aptly described as an “unmitigated disaster.” Few students, parents, teachers, or child psychologists would ever like to see that experience repeated again.
Nine months into the pandemic, public health authorities, ministries of education, and and school system superintendents are singing a different tune: keeping students in school is the first priority as we prepare to ride-out the second wave of viral infections. Everyone is far more acutely aware of the accumulating academic, human, and social costs of shutting down schools, falling unevenly upon children and teens in the most disadvantaged communities.
Combating the relentless virus and keeping regional economies in tact will not likely be greatly affected through system-wide shutdowns. What is needed is a new arsenal of strategies embracing a “flexible response” doctrine, borrowing a phrase popularized by former U.S. Secretary of State Robert McNamara in the early 1960s. Banishing the devastating pandemic, much like vanquishing the Russian nuclear arms threat, requires a carefully considered set of options and a calibrated range of responses.
With COVID-19 infection rates spiking again, school closures are becoming a distinct possibility, if only as a temporary respite, for shaken-up students, fatigued teachers and bewildered parents. Setting a relatively low infection positivity number, such the 3 per cent figure applied in closing New York City schools, is unwise because, by that standard, all schools will ultimately close at some point this school year.
Some far more effective strategies are coming to the fore:
Isolating Cases and Suspending Exposed Classes
A case-by-case isolation strategy, in provinces and districts with lower transmission rates, has proven reasonably effective, as long as the public health system can sustain contact tracing and isolate children and staff who have COVID-19 exposures. It was working, up until now, in most provinces covered by the Atlantic Bubble. Implementation challenges are compromising its effectiveness in Ontario, where the numbers of infections exceed the capacity for contact tracing.
Short-Time Limited School Closures
Extending school holidays is emerging as the most expedient way of applying an education “circuit breaker.” Starting the Christmas holidays early, as in Quebec and Alberta, and extending the break (as in Manitoba) into January 2021 are the latest “quick fixes” gaining traction from province-to-province right across Canada. It’s much easier to extend school holiday time because that policy response resonates with teachers and education support workers and is more minimally disruptive for working parents. Policy-makers often opt for the path of least resistance.
Dual Track-Student Choice Model
Giving students and families the choice of completing courses in-person or online was implemented in Ontario and it caused an array of unanticipated, disruptive and unpredictable consequences. Students and parents in more affluent school districts in the TDSB chose in-person schooling, while online enrolment was highest in the district’s poorest and most racialized communities. School schedules were constantly changing as students bailed out of in-person classes, generating unexpected demand for online courses. Hundreds of thousands of students in Toronto, Peel and York Region have shifted online, rendering the two-track strategy essentially unsustainable over the longer-term.
Hybrid Blended Learning Model
Moving to a Mixed In-Person and Hybrid Learning Model on a so-called “rotation system” is a response full of implementation bugs. Some Ontario school districts have resorted to dual track delivery models with classes combining in-person and video streamed classes. Since September 2020, New Brunswick has implemented a Hybrid Blended Learning Model with alternating days in all high schools with decidedly mixed results. Curriculum coverage suffers, with loses estimated at up to 30 per cent of learning outcomes, and student participation rates reportedly low during the hybrid off-days in checkerboard the high school schedule.
Defaulting to Virtual Home Learning in Upper Grades
Younger children benefit more from teacher-guided instruction and do not as readily spread the virus, judging from K-6 in-person classes in Denmark and British Columbia. Splitting larger classes in urban or suburban school zones is prohibitively expensive, so school districts resort to shifting everyone to online classes. That has made defaulting to virtual home learning in the upper grades a more practical and more easily implemented option. Online learning has a better track record in Grades 9 to 12 when all students are enrolled and teachers possess the training and resources to use a full repertoire of pedagogies and resources.
The pandemic continues to bedevil our modern bureaucratic school systems that tend to thrive on fixed school schedules, top-down leadership, orderly transitions, systems thinking, and algorithms. Public health pronouncements can, and have already had, unintended adverse effects on our children’s education and well-being. It’s time to apply those lessons.
Closing all schools should probably be the last resort this time around. That’s the consensus among leading British, Canadian and American pediatricians and epidemiologists. Sending kids home should only be considered if and when transmission rates turn schools into vectors and staff infection rates make it impossible to provide a reasonable quality of education.
Nothing is predictable when it comes to the current pandemic. Resurgent rates of infection and community transmission in October and November produced what Science Magazine acknowledged is “a more complex picture” of the very real risks and the need to be flexible and responsive in the face of a rapidly changing, unpredictable public health crisis. While there’s no perfect solution, keeping schools open remains a priority and a “flexible response” strategy will likely be required to ride out the second wave.
Will public health authorities and school systems apply the lessons learned during the first wave of the pandemic? What is the tipping point for moving away from in-person schooling? Which are the most viable alternatives to system-wide shutdowns? Is it a case of responding with flexibility and in response to local or regional pandemic health risks?
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