COVID-19, SCHOOL CLOSURES, AND ADDRESSING THE CONSEQUENCES FOR EDUCATION
Experts on disease and infection debate whether it is time to close schools. Education experts discuss the potential consequences of either decision for students, teachers, and parents.

EXPERTS ON INFECTIOUS DISEASES, EPIDEMIOLOGY, AND PUBLIC HEALTH
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Professor Nigel McMillan, Griffith University – "One can only conclude that our official advice is wrong and based on economic and not health concerns."
Professor Nigel McMillan, the Program Director of Infectious Diseases and Immunology at Griffith University, argues the time to shut schools is long overdue, and suggests we may be severely underestimating the number of coronavirus cases in the community.

"Australia has taken a risk-based approach based on the number of cases in the community," said Professor McMillan. "But we know this isn’t accurate and therefore our approach is flawed."

"The government has argued we need to keep the kids at school so they don't go out in the community and spread infection. This very reasoning is why they should in fact close schools. Both local and international cases of asymptomatic school children have been found and social distancing issues in schools means they are a prime site for rapid spread of the virus."

"Many other countries with excellent responses closed schools early such as Hong Kong and Taiwan,  or they are testing at high rates, like Germany or Singapore."

"One can only conclude that our official advice is wrong and based on economic and not health concerns." 

For more information or an interview, please contact Professor Nigel McMillan of Griffith University on [Removed: contact details for media outlets only]

Associate Professor Hassan Vally, La Trobe University – "The evidence does not support the case for universal nation-wide closures at this stage"
Associate Professor Hassan Vally is an expert on infectious disease epidemiology. He argues that a nation-wide closure of all schools would be counter-productive at this point, though says this may change as the situation develops.

"The decision to close schools should not be taken lightly as there are significant social and economic costs to society associated with this, as well as educational costs for the students," said A/Prof Vally.

"We also need to consider at what stage we are in the epidemic. Children are at low risk of infection and severe illness, and along with the relatively low rate of community transmission, this means teachers are also not at high risk of COVID-19."

"The evidence does not support the case for universal nation-wide closures at this stage given the significant costs to society and the minimal benefits. However, as the situation changes the advice may change."

For more information or an interview, please contact Associate Professor Hassan Vally of La Trobe University on [Removed: contact details for media outlets only]

EXPERTS ON RESULTING EDUCATION ISSUES
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EQUITY

Professor Vaille Dawson, the University of Western Australia – "For many children, school is a safe haven where meals, education and supervision are provided."
Professor Vaille Dawson is an expert on science education and educational equity at the University of Western Australia. She says that school closures will hit the most vulnerable students and families hardest.

"If you ever wanted a scenario that showed up the education equity divide this is it," said Professor Dawson. "Those schools where families have access to a device per child with unlimited WiFi and have been using technology in their schools for a number of years will be best equipped to use online software and adapt to the types of online pedagogies required.

"Children in schools where families may have neither a suitable device or WiFi access will fall further behind. For those children who may already be disengaged from their schooling or from vulnerable families, the outcome may be irreparable."

"For many children, school is a safe haven where meals, education and supervision are provided. This is one reason why some states have not yet closed schools. The pressure on child protection services, crisis care and other services may overwhelm the system just as the myGov website was on Monday."

For more information or an interview, please contact Professor Vaille Dawson of University of Western Australia on [Removed: contact details for media outlets only]

MENTAL HEALTH

Professor Andrea Reupert, Monash University – "Children should be given an opportunity to talk with their parents or caregivers about COVID-19."
Professor Andrea Reupert of Monash University is an expert on educational psychology and family mental health, and provides the following advice on looking after children's wellbeing in the context of the COVID-19 lockdown and potential school closures.

"Children and parents will be spending more time together over the next few weeks, or even months," said Professor Reupert. "Children will be watching parents; if they see their parents anxious and stressed they will start to model this as well so it's important that parents are calm."

"Parents and children together will need to organise a new daily routine that also includes play and, depending on the age of the child, time to connect with peers via social media. Parents should allow children to express whatever emotions they may be feeling and not assume that they are necessarily upset or worried."

"Children should be given an opportunity to talk with their parents or caregivers about COVID-19. These conversations should be child-led, so that the parents can find out first, what the child knows (and dispel any myths they may have taken on board) and second, what the child wants to know."

For more information or an interview, please contact Professor Andrea Reupert of Monash University on [Removed: contact details for media outlets only]

EDUCATION TECHNOLOGY AND THE LEARNING OPPORTUNITIES AND CHALLENGES OF LEARNING AT HOME

Professor George Siemens, University of South Australia – "This is a crisis moment. What’s most important is that we focus on patience in our interactions with students."
Professor George Siemens is Director of the Centre for Change and Complexity in Learning, and a leading expert on the influence of technology and media on education and society. He emphasises, however, that the impact of COVID-19 will go well beyond technological issues.

"The impact of COVID-19 is significant not only from a technology or online schooling perspective," said Professor Siemens. "The social and emotional impact on parents, teachers, and students will be big."

"Trends in other countries indicate that it is only a matter of time before schools are closed. When that happens, a rapid shift to online instruction will place substantial stress on everyone involved.

"It takes time to create engaging learning experiences and create support scaffolds for students. We don’t have this luxury now. This is a crisis moment. What’s most important is that we focus on patience in our interactions with students."

For more information or an interview, please contact Professor George Siemens of the University of South Australia on [Removed: contact details for media outlets only]

Professor Garry Falloon, Macquarie University – "Today’s technology offers many opportunities for learning collaboration"
Garry Falloon is Professor of STEM Education and Digital Learning in the Macquarie School of Education. He provides tips on how parents can support their children's learning at home.

"Where possible, if schools provide learning materials online without the presence of a teacher, use this as an opportunity to engage and work alongside your children in completing tasks", said Professor Falloon. "This can be a great learning opportunity for both parents and children."

"Another good option is to use online services such as Zoom, Skype or Google Hangouts or Classroom to form virtual study groups, where students in the same class can work together on assignments or projects. Perhaps this can be supported or facilitated by a parent or parents on a roster basis, so the teaching load is shared.

"Today’s technology offers many opportunities for learning collaboration, and we should explore these as much as possible at this time."

For more information or an interview, please contact Professor Garry Falloon of Macquarie University on [Removed: contact details for media outlets only]

Dr Rebecca English and Dr Karleen Gribble (Queensland University of Technology and Western Sydney University) – "Schools and parents need to know that replicating school at home is not essential for a good education"
Dr Rebecca English is an expert on homeschooling at the Queensland University of Technology. Dr Karleen Gribble is an Adjunct Associate Professor at Western Sydney University's School of Nursing and Midwifery, and has undertaken research on homeschooling in conjunction with Dr English. They issued the joint statement below on adapting to teaching children at home:

"Many parents have found themselves 'accidentally' home schooling because of this emergency. Schools and parents need to know that replicating school at home is not essential for a good education.

"In home schooling, learning does not happen the same way as at school. The pedagogical changes are immense, rather than acting as teachers, parents can become facilitators of children’s learning and everyday activities can provide rich educational opportunities, supplementing more traditional book learning.

"As they adjust to this new approach, the child has greater control over their learning, and this can be an opportunity for them to become more self-directed and interested learners while defining when and how they learn."

For more information or an interview, please contact:

• Dr Rebecca English of the Queensland University of technology on [Removed: contact details for media outlets only]
• Dr Karleen Gribble of Western Sydney University on [Removed: contact details for media outlets only]

Professor Lindsey Conner, Flinders University – "There are many creative learning opportunities that will be generated by teachers, student teachers and students themselves."
Professor Lindsey Conner is an expert on science education, and points to other means of learning available should school sites close.

"Social distancing is almost impossible to enforce in schools, even when the number of students attending is dwindling by the day, as parents choose to keep their children safe at home," said Professor Conner. "There are many creative learning opportunities that will be generated by teachers, student teachers (who are a huge human resource to assist) and students themselves.

"This is a time to rethink how content is accessed, how children help monitor their own learning and are given opportunities to collaborate and communicate through positive online protocols."

For more information or an interview, please contact Professor Lindsey Conner of Flinders University on [Removed: contact details for media outlets only]

MCERA, an independent, not-for-profit organisation, provides a conduit through which education research and researchers are made more accessible to the media to help improve public understanding of key education-related issues. We provide journalists with expert, independent and accessible insights from education researchers and practitioners. Any views expressed by the experts we consult are not necessarily those of MCERA or its staff.

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