What schools should do when resuming
Published on: Tuesday, June 09, 2020
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Pic (Bernama) for illustration only.
Currently, children form a small proportion of those who have tested positive. Although children get infected with Covid-19 and transmit the disease, the majority do very well or remain asymptomatic; severe illness and death are rare.
Adolescents have a slightly higher risk of significant illness. The major worry for children is that they may transmit the virus to parents, grandparents and teachers, who might have a more severe illness.
Recently, however, there has been concern with some young children infected with Covid-19 presenting with a “Multisystem Inflammatory Syndrome in Children”, with some fatalities. This is an uncommon disease that usually affects very young children with a “vasculitis” (inflammation of blood vessels).
The numbers of children with this syndrome are still small. However it suggests that some children may be vulnerable to Covid-19, thus this emphasises the need to limit its spread in the community.
As we attempt to open schools, we must recognise that the key will be to try and create a bubble (a shield) to minimise infection. This means that if one group has the infection only they are isolated.
We need to continue to focus on safe distancing, avoiding touching faces, cough etiquette, wearing masks/face shields, preventing crowding, limiting physical contact and talking, keeping hands and surfaces clean.
Teachers need to work closely with parents and students. Students should be involved and provided a clear understanding of the situation. Younger students and those with learning disabilities may require reinforced training with a focus on visual tools.
Support between schools will also be critical.
The guide is written to take into consideration the busy national-type school where classrooms are full with high student-to-teacher ratios and a two-session system.
Suggestions are made on how to reduce class sizes into 15-20 ‘bubbles’ – these students should have a colour-coded arm band to serve as a reminder not to mix with those who have a different colour.
There will be a need to use e-learning strategies to supplement limited school hours and maintain a daily learning environment. There are options offered as to whether students and teachers should wear masks or opt for face shields.
Attention is also focused on the cramped staff room. Children who come from disadvantaged communities, and who depend on school meals for their basic nutrition, must not be forgotten.
Schools should consider a step-wise start-up of classes by starting with the older students to establish a routine before introducing the younger students.
Students with special needs should be the last in the class start-up list as they need more time and consistent training to understand and adapt to the new routine. Teacher must model and supervise all safety measures.
The guide is available for download at https://drive.google.com/file/d/1tbOvMEPjLgp7kfI8NwJl3a_gZ3diwy9c/view
Note that the information provided in this guideline does not take precedence over any guidelines from the Ministry of Education. Persons involved in writing these guidelines did so in their individual capacity and do not represent the organisations they work with.
Some of the changes suggested may need to be implemented as long-term measures.
In particular, it is important to design better schools with more classroom space, better ventilation and a green environment.
The learning environment should be transformed to make self-directed learning a reality. Incorporating universal design for learning is vital as this approach to teaching is inclusive and meets the needs of every student in a classroom. Greater use of and access to technology, especially for disadvantaged students, will be useful.
- Datuk Dr Amar-Singh HSS
Consultant Paediatrician
Dr Shyielathy Arumugam
Special Education Educator
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