Ensuring a safe and equitable school reopening
To:
TDSB Trustee xxx,
TDSB Superintendent xxx,
MPP xxx,
Minister of Education (minister.edu@ontario.ca),
Premier of Ontario (premier@ontario.ca)
Issue
The amount of funding allocated to the TDSB by the Ministry of Education is inadequate to permit a safe resumption of classes. This will require, at minimum, additional COVID-19 safety funding of $248.9M for 2,489 additional teachers indicated under Model 1A, Option 2 in the document entitled Returning To School: Planning Ahead for September 2020 presented to Trustees on July 15th, 2020.
Background
Education stakeholders are concerned about the Ministry of Education directives for school reopening and the subsequent TDSB guidelines. The top priority should be the health, safety and equitable treatment of the children taught in the TDSB and that of the teachers, staff and their families. We understand and agree with the importance of reopening schools full-time (if community infection rates remain low); however, the Ministry should ensure that student health, learning experience and socio-emotional well-being are not compromised.1,4. Further actions and funding from the Ontario government are needed to ensure the safe reopening of schools in Ontario.
Recommendations
- The TDSB and the Ministry of Education approach class size and safety considerations focusing on student safety and equity. The TDSB should prioritize resources for schools in communities where there are higher rates of COVID-19, which tend to be racialized communities and those with less wealth.1,4,5,8,9,16. These communities and schools should have their needs and safety appropriately recognized and prioritized. The government should ensure schools in areas with the most significant number of COVID-19 cases will have the smallest class size possible (<15 data-preserve-html-node="true" students per class as recommended by Sick Kids Hospital) and that all necessary safety resources and precautions are in place before the start of school.
- Indoor classrooms should be maintained with the public health recommendation of 15 or fewer students in person (for full days, five days a week) to limit the spread of COVID-19.1,2,5,10,16 In addition, schools should be supported in their efforts to find and utilize large, well-ventilated, or non-traditional spaces to ensure students can space 2 meters - such as outdoor space, city parks or underused buildings.1,3,5,10,16 In addition, support is necessary to increase ventilation rates and ventilation effectiveness in schools.15,16 Lastly, funds should be allocated to create and equip outdoor classrooms.14,16
- Ensure that strict physical distancing is not mandated for elementary school students during outdoor play. Elementary schools should understand that it is not practical and can be detrimental to development to enforce strict physical distancing between elementary school students, especially during play periods.1,4,6,10 However, students should remain in their same <15 data-preserve-html-node="true" cohorts during outdoor play and should not mix with other cohorts.4.10
- Ensure that students can switch on demand between in-person learning or remote learning. For this flexibility to be safe and less disruptive, in-person class sizes of < 15 students per class should be based on the full student enrolment.
- Ensure that all TDSB schools provide the same or heightened levels of nutrition as would otherwise have been available to students enrolled in or eligible for school lunch, snack, breakfast and other similar nutritional support programs.4,8,13,16
- Provide worker protection for 21 paid emergency leave days for all workers.11 This is essential to the responsible management of students with symptoms of COVID-19, as caregivers must be able to stay home from school without barriers.12
Given the short timeline and extensive planning, procurement, and implementation necessary to ensure schools are safe when reopening, the Ministry of Education is requested to reevaluate funding for reopening and that the TDSB explore the option of a delayed school reopening until adequate funding and improved directives are provided.
The Ontario Government and the TDSB are expected to follow expert health recommendations and address community concerns.
ANNOTATED BIBLIOGRAPHY
1. Sick Kids Hospital, COVID-19: Guidance for School Reopening, 2020
Class size:
“Smaller class sizes should be a priority strategy as it will aid in physical distancing and reduce potential spread from any index case. Several jurisdictions have reopened schools with maximum class sizes ranging from 10-15”
“Where needed, the use of non-traditional spaces should be explored to accommodate smaller classes in order to allow daily school attendance.
This may necessitate additional teacher/educational resources.
Educators should be asked to assess and incorporate outdoor learning opportunities as weather permits. This will likely require specific programming and resources to optimize learning activities.”
Masks:
“Given the current epidemiology, the use of NMMs is not recommended for elementary school students (agree 61%). A significant minority supported the use of NMMs when physical distancing was not possible (agree 33%).”
“The benefit for younger children may not be significant both because their baseline infection and transmission risk is probably lower and because of a higher likelihood of improper NMM use.”
“Children and youth’s social development hinges upon their interactions, facial expressions and body language. Though important for all age groups, this is particularly so for younger children.”
“If worn incorrectly (e.g. touched frequently, not covering mouth and nose, removed and placed back without hand hygiene), NMMs could lead to increased risk of infection.”
“It is impractical to expect most children and youth to wear a NMM properly for the duration of the school day. Elementary school-aged children, in particular, would need assistance to follow appropriate procedures for putting on and taking off the NMM (e.g. during meal times, snack times). In addition, during these times when the NMM is removed, the NMM would need to be stored appropriately to prevent infection spread.”
2. CDC, Operating schools during COVID-19: CDC's Considerations, 2021
Class size:
“Identifying Small Groups and Keeping Them Together (Cohorting)
Ensure that student and staff groupings are as static as possible by having the same group of children stay with the same staff (all day for young children, and as much as possible for older children).
Limit mixing between groups if possible.
Physical distancing:
“Staggered Scheduling
Stagger arrival and drop-off times or locations by cohort or put in place other protocols to limit contact between cohorts and direct contact with parents as much as possible.”
3. Brookings, Reopening the World: Reopening schools—Insights from Denmark and Finland, 2020
Case study: Denmark
“Parents now drop off students at staggered times, sometimes using different school entrances, and are not allowed inside school buildings.”
“Community parks are now reserved for young children between the school hours (8 a.m. to 3:30 p.m.), and other buildings are made available to schools, including hotels, banks, conference centers, museums, and libraries.”
Physical distancing:
“Enforcing physical distancing in an outside playground is difficult and may not be the most effective method of risk mitigation.”
“Similarly, reducing classmate interactions/play in elementary school-aged children may not provide enough COVID-19 risk reduction to justify potential harms.”
Hygiene:
“Outdoor play equipment with high-touch surfaces, such as railings, handles, etc, should be cleaned and disinfected regularly if used continuously.”
Equity:
“Schools play a critical role in addressing racial and social inequity. As such, it is critical to reflect on the differential impact SARS-CoV-2 and the associated school closures have had on different races, ethnic and vulnerable populations. These recommendations are provided acknowledging that our understanding of the SARS-CoV-2 pandemic is changing rapidly.”
Class size:
“Schools in the Netherlands cut class sizes in half but didn’t enforce distancing among students under age 12 when they reopened in April. Other schools adopted a “pod” model as a compromise. Denmark, the first country in Europe to reopen schools, assigned children to small groups that could congregate at recess.”
“...Quebec, which reopened many elementary schools in May with strict distancing, has announced fall plans that allow children to socialize freely in groups of six; each group must stay 1 meter away from other groups…”
6. TDSB, Returning to School: A guide to the safe reopening of the TDSB, 2020
Physical distancing:
“...physical distancing and its role in the prevention of infection transmission should be discussed with students of all ages, it is likely not practical to enforce strict physical distancing in elementary school children, especially during periods of play.”
“Cohorting (discussed in Item #5) is an additional strategy that can be used to facilitate close interactions, while minimizing the number of potential exposures. Interaction, such as playing and socializing, is central to child development and should not be discouraged.”
7. European Journal of Pediatrics, To mask or not to mask children to overcome COVID-19 , 2020
Masks:
“In toddlers and children of the first school years, frequently masks do not fit snugly on the face with the risk that contaminated air can access or mask is poorly tolerated.
Moreover, as generally children do not like to keep the mask on and will likely try to remove it, as well as touch their face more, the use of mask can favor infection development.”
“Consequently, preparing the healthy child to use the mask is strongly needed if problems must be avoided. To obtain maximal compliance, reasons for mask wearing without attempts of removing it must be clearly explained. Finally, child’s will must not be forced.”
Equity:
“The most ethno-culturally diverse neighbourhoods in Ontario, primarily those concentrated in large urban areas, are experiencing disproportionately higher rates of COVID-19 and related deaths compared to neighbourhoods that are the less diverse.”
“After adjusting for differences in the age structure between neighbourhoods, the rate of COVID-19 infections in the most diverse neighbourhoods was three times higher than the rate in the least diverse neighbourhoods.”
“People living in the most diverse neighbourhoods were also more likely to experience severe outcomes (hospitalizations, ICU admissions and deaths) than people living in the least diverse neighbourhoods:
hospitalization rates were four times higher;
ICU admission rates were four times higher; and
death rates were twice as high.”
9. TPH, Toronto Public Health releases new socio-demographic COVID-19 data, 2020
Equity:
“This first release of individual level data findings captures information collected from May 20, 2020 to July 16, 2020 and shows that approximately:
83 per cent of people with reported COVID-19 infection identified with a racialized group
51 per cent of reported cases in Toronto were living in households that could be considered lower-income
27 per cent of COVID-19 cases were among individuals who live in households with five or more people”
“More information: https://www.toronto.ca/home/covid-19/covid-19-latest-city-of-toronto-news/covid-19-status-of-cases-in-toronto/”
Case studies:
“Most models of school re-opening involve reductions of class size, increasing physical distance between students, and keeping students in defined groups with limited interaction between groups to reduce the potential for wide-scale transmission within schools.”
“reduced class size (typically 10-15 students or approximately 50% capacity: Belgium, Denmark, France, Germany, Greece, South Korea, Norway, Scotland proposed, Switzerland). “
“Reopening of schools for all students in countries with low community transmission (Denmark and Norway) has not resulted in a significant increase in the growth rate of COVID-19 cases. “
11. Workers’ Action Centre, Know your Rights, 2019
Equity:
“We are fighting for 21 paid emergency leave days during a pandemic – join us by signing the petition!”
12. Public Health Ontario, COVID-19 Factsheets, 2020
Managing illness:
“Your test result is negative and you:
had an exposure to COVID-19; self-isolate for 14 days from your last exposure, regardless of the result”
“Your test result is positive and you:
have symptoms; self-isolate for 14 days following the day your symptoms started.
do not have symptoms; self-isolate for 14 days following the day you were teste”
13. Health Canada, Reducing COVID-19 risk in community settings: A tool for operators, 2019
Equity:
Food insecurity
“The COVID-19 pandemic has led to increased unemployment and economic insecurity for Canadian families, which in turn will likely increase even further the number of families who experience food insecurity.”
“School re-entry planning must consider the many children/youth who experience food insecurity already and who will have limited access to routine meals through the school district if schools remain closed.”
“The short- and long-term effects of food insecurity in children/youth are profound. Plans should be made prior to the start of the school year for how children/youth participating in meal programs will receive food in the event of a school closures/reduced programming, or if they are excluded from school because of illness, contact exposures or vulnerabilities.”
Masks:
“For NMMs to be of benefit, they need to be worn correctly. Failing to do so may present a risk rather than a benefit.”
Safe spaces:
“If someone in your household has COVID-19 or is a healthcare worker, consider using a high-efficiency particulate air (HEPA) purifier in the home.”
“Even though these purifiers are not completely protective against the virus (HEPA filters remove particles of 0.3 μm and a coronavirus is ~0.1 μm), they can help remove other pollutants and larger viral/microbiome agglomerates from the air.”
“If it is safe to do so, opening up windows can improve indoor air circulation and dilute indoor contaminants.”
14. Environment International, How can airborne transmission of COVID-19 indoors be minimised?, 2020
Safe spaces:
“To increase the existing ventilation rates (outdoor air change rate) and enhance ventilation effectiveness - using existing systems.”
“To eliminate any air-recirculation within the ventilation system so as to just supply fresh (outdoor) air.”
“To supplement existing ventilation with portable air cleaners (with mechanical filtration systems to capture the airborne microdroplets).”
Physical distancing:
“Keep at least six feet between individuals, as much as possible, for as long as possible
Repurpose other large, unused spaces in the school as temporary classrooms (e.g., auditorium)
Move class outdoors, if possible, and weather permitting”
“Keep class groups as distinct and separate as possible
“Avoid large groups and gatherings, both in and outside of school”
Ensure Equity:
“Students and staff members may be immunocompromised;
Students and staff members may face new mental health challenges;
Students may have to provide childcare for siblings or work to support their families;
Students may have learning disabilities or need accommodations that are impacted by COVID-19 control measures;
Students may not have internet access or technology at home;
Students and staff may have difficulty finding safe transportation to school;
Students may rely on schools for food security;
Students may rely on physical activity opportunities during school due to lack of neighborhood safety and/or resources to be active at home;
Students may not have access to face masks, hand soap, or other supplies that help maintain general hygiene at home; and
Students and staff members may vary in their understanding of COVID-19 information.”
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