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INSTRUCTIONS:  Create an algorithm for a guide to staying save, when students return to class.

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INSTRUCTIONS:  Create an algorithm for a guide to staying save, when students return to class.

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With your group you will analyze the materials provided to you and decide what steps students need to take in order to stay safe and decrease their chances of contracting Corona virus.  These steps will help you to create an algorithm of how to stay safe.  You may create a video, poster or some other form of multimedia in order to share with other students.

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INSTRUCTIONS:  Schools are looking at having limited amounts of students in classrooms, at one time.  This means creating school schedules that less students, on alternating schedules.

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INSTRUCTIONS:  Schools are looking at having limited amounts of students in classrooms, at one time.  This means creating school schedules that less students, on alternating schedules.

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Analyze why 30 students cannot be in a 900 square ft/84 square meter classroom, in the presence of Covid-19.  Analyze the data and determine how many students can remain in a classroom at one time.  Decompose, or break down, the problems that surround classroom schedules.  Create a classroom/school schedule that could serve as a model for your school.  You may create a video, poster or some other form of multimedia in order to share with other students.

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Classrooms which normally holds round 30 students are now only permitted to have 15, socially distanced. Schools are having to utilise additional spaces as classrooms and move furniture to allow free movement without obstructions.

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U.S. schools have not returned to class yet. However, these are the guidelines that the government is recommending, when United States Schools return.

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Ms. Jean is a High School teacher in Quebec.  They have opened up primary/elementary schools but, not the high schools.  She is currently assisting in the primary/elementary school, until they decide to reopen high schools.  Hear her account on their return to school.

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United Kingdom - Department of Education Guidelines

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United Kingdom - Department of Education Guidelines

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Schools in the UK are opening on June 1st. Here are the recommendations that their government is making.

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Updates: this guidance has been updated to reflect the announcement by the Prime Minister that the government's 5 tests have been met and the decision, based on all the evidence, to move forward with wider opening of education and childcare settings.
These are very challenging times for our country. Measures put in place to reduce the spread of coronavirus (COVID-19) have been hard for us all, but have kept people safe and saved lives. Keeping people safe continues to be the government's priority.

Since 23 March, in line with the scientific advice, nurseries, schools and colleges have remained open to a priority group of children and young people, children of critical workers and vulnerable children. We have been clear that we would review this arrangement in line with scientific advice. We are now past the peak of the virus and the Prime Minister has set out a recovery strategy, while also ensuring that safety remains our absolute priority. This means it is time to begin the phased return of children and young people to nurseries, schools and colleges in a way that is measured, reduces risks and is guided by science.

Why can more children now attend school and childcare settings?

We want to get all children back into education as soon as the scientific advice allows because it is the best place for them to learn, and because we know it is good for children's mental wellbeing to have social interactions with other children, carers and teachers.

As a result of the huge efforts everyone has made to adhere to strict social distancing measures, the government's 5 tests have been met, meaning we can move forward with modifying measures which have been in place. Based on all the evidence, from the week commencing 1 June, we can welcome back more children to early years and primary school settings, and from 15 June to secondary school and further education settings. Schools, colleges and childcare providers have been planning on this basis, and confirmation that this could go ahead was provided by the Prime Minister on 28 May.

What does the latest scientific advice say?

We have been guided by scientific advice at every stage. The latest scientific advice to government is that:

there is high scientific confidence that children of all ages have less severe symptoms than adults if they contract coronavirus (COVID-19) and there is moderately high scientific confidence that younger children are less likely to become unwell if infected with coronavirus (COVID-19)

limiting the numbers of children going back to school and college initially then gradually increasing numbers, guided by scientific advice, reduces risk of increasing the rate of transmission

schools and other settings can make changes to how they are organised and put measures in place to reduce risks

We have provided advice to schools and other settings on the steps they should consider taking, this includes:

limiting the amount of contact between different groups of children (such as smaller class sizes with children and staff spread out more)

additional protective measures, such as increased cleaning and encouraging good hand and respiratory hygiene

Can my child return to school?

From the week commencing 1 June, we are asking:

nurseries and other early year providers, including childminders, to begin welcoming back all children

primary schools and alternative provision to welcome back children in nursery (where they have them), reception, year 1 and year 6

all schools and childcare providers to continue to offer places to the priority groups - vulnerable children and children of critical workers - they have been supporting since the end of March

special schools, special post-16 institutions and hospital schools to work towards a phased return of more children and young people without a focus on specific year groups and informed by risk assessments

From the 15 June, we are asking:

secondary schools, sixth form, and further education colleges to begin offering some face-to-face support to year 10 and 12 pupils to supplement their remote education, which should remain their predominant mode of education during this term

alternative provision to begin some face-to-face support with year 10 and 11 pupils (as they have no year 12)

This approach aims to limit numbers within schools and further education settings while ensuring that the children and young people who can benefit from attending most are able to do so.

What if my child is eligible but has siblings who are not?

We are asking that only these year groups return to childcare providers, schools and colleges from 1 June or 15 June. This does not include siblings in different year groups unless those siblings are in a priority group, for example, the children of critical workers.

How will risks to children, teachers and families be managed?

We have provided guidance and support to schools, colleges and childcare settings on implementing protective measures in education and childcare settings to help them to reduce the risk of transmission as more children and young people return.

To prevent the spread of coronavirus (COVID-19), schools and other settings will use a range of protective measures to create safer environments in which the risk of spreading the virus is substantially reduced. Whilst such changes are likely to look different in each setting, as they will depend upon individual circumstances, they are all designed to minimise risks to children, staff and their families.

Schools and other settings should communicate their plans to parents once they have had a chance to work through them in detail. Approaches we are asking schools and other settings to take include:

carrying out a risk assessment before opening to more children and young people - the assessment should directly address risks associated with coronavirus (COVID-19) so that sensible measures can be put in place to minimise those risks for children, young people and staff

making sure that children and young people do not attend if they or a member of their household has symptoms of coronavirus (COVID-19)

promoting regular hand washing for 20 seconds with running water and soap or use of sanitiser and ensuring good respiratory hygiene by promoting the catch it, bin it, kill it approach

cleaning more frequently to get rid of the virus on frequently touched surfaces, such as door handles, handrails, tabletops, play equipment and toys

minimising contact through smaller classes or group sizes and altering the environment as much as possible, such as changing the layout of classrooms

reducing mixing between groups through timetable changes, such as staggered break times or by introducing staggered drop-off and collection times

If my child is eligible, is it compulsory for them to attend school?

We strongly encourage children and young people in the eligible year groups and priority groups (such as children of critical workers) to attend, as requested by their school or college, unless they are self-isolating or there are other reasons for absence (such as shielding due to health conditions).

You should notify your child's school or college as normal if your child is unable to attend so that staff are aware and can discuss with you.

Parents will not be fined for non-attendance at this time.

Do all vulnerable children and young people who are not currently attending have to go back to childcare settings, school or college now?

Educational settings should continue to offer places to priority groups. In particular, as per the existing guidance on supporting vulnerable children and young people during the coronavirus outbreak, vulnerable children of all year groups continue to be expected and encouraged to attend educational provision where it is appropriate for them to do so.

For children who have a social worker, attendance is expected unless their social worker decides that they are at less risk at home or in their placement.

For children who have an education health and care (EHC) plan, attendance is expected where it is determined, following a risk assessment, that their needs can be as safely or more safely met in the educational environment.

For children who are deemed otherwise vulnerable, at the school, college or local authority discretion, attendance is expected where this is appropriate.

Should I keep my child at home if they have an underlying health condition or live with someone in a clinically vulnerable group?

Children and young people who are considered extremely clinically vulnerable and shielding should continue to shield and should not be expected to attend.

Clinically vulnerable (but not clinically extremely vulnerable) people are those considered to be at a higher risk of severe illness from coronavirus (COVID-19). A minority of children will fall into this category, and parents should follow medical advice if their child is in this category.

Children and young people who live in a household with someone who is extremely clinically vulnerable and shielding should only attend if stringent social distancing can be adhered to and the child or young person is able to understand and follow those instructions.

Children and young people who live with someone who is clinically vulnerable (but not extremely clinically vulnerable) as defined in the social distancing guidance and including those who are pregnant, can attend.

Can children be tested for the virus?

Children and young people and staff in all settings are eligible for testing if they become ill with coronavirus (COVID-19) symptoms, as are members of their household. This will enable children and young people to get back to childcare or education, and their parents or carers to get back to work, if the test proves to be negative.

A positive test will ensure rapid action to protect their classmates and staff in their setting.

When a child, young person or staff member develops symptoms compatible with coronavirus (COVID-19), they should be sent home and advised to self-isolate for 7 days. Their fellow household members should self-isolate for 14 days. All staff and students will have access to a test if they display symptoms of coronavirus (COVID-19).

Where the child, young person or staff member tests positive, the rest of their class/group within their childcare or education setting should be sent home and advised to self-isolate for 14 days. The other household members of that wider class/group do not need to self-isolate unless the child, young person or staff member they live with in that group subsequently develops symptoms.

As part of the national test and trace programme, if other cases are detected within the child or young person's cohort or in the wider education or childcare setting, Public Health England's local Health Protection Teams will conduct a rapid investigation and will advise schools and other settings on the most appropriate action to take. In some cases, a larger number of other children and young people may be asked to self-isolate at home as a precautionary measure - perhaps the whole class, site or year group.

Where settings are observing guidance on infection prevention and control, which will reduce risk of transmission, closure of the whole setting will not generally be necessary.

Will education be provided as normal to children and young people who are attending?

Education settings still have the flexibility to provide support and education to children and young people attending school in the way they see fit during this time.

The Early Years Foundation Stage ( EYFS) sets the standards that schools and childcare settings must meet for the learning, development and care of children from birth to 5 years old. Early years settings should use their best endeavours to deliver the learning and development requirements as far as possible in the current circumstances.

Schools and colleges continue to be best placed to make decisions about how to support and educate their pupils during this period. This will include:

consideration of pupils' mental health and wellbeing

assessment of where pupils are in their learning in order to make any necessary adjustments to their curriculum over the coming weeks

prioritisation of high needs groups and support for those in transition years

Schools and colleges should use their best endeavours to support pupils attending as well as those remaining at home, making use of the available remote education support.

For pupils in year 10 and 12, and 16-19 learners in the first year of their course, we are asking schools and colleges to supplement remote education with some face-to-face support for these year groups from 15 June. Remote education will remain the predominant mode of education for these pupils, and schools and colleges will be able to have a quarter of the year 10 and year 12 pupils in at any one time. Schools and colleges should consider how to best use this time to support those pupils who are starting their final year of study for GCSEs, A levels and other qualifications next academic year.

How should my child travel to and from their childcare, school or college?

Children, young people and parents are encouraged to walk or cycle where possible and avoid public transport at peak times. You can refer to the government's guidance on safe travel, particularly on public transport.

Home to school transport provided or organised by schools, trusts or local authorities varies widely. Schools, trusts and local authorities should work together and with relevant transport providers to put in place arrangements which fit the local circumstances, including the measures being put in place to reduce contact. Further guidance is available on implementing protective measures in education and childcare settings.

Will school meals be available for children and young people who are in school?

Schools should provide meal options for all children who are in school, and meals should be available free of charge where pupils meet the free school meal eligibility criteria. To ensure food is available for pupils who attend, educational settings are expected to reopen their kitchens if they have closed and ensure staff are able to work safely.

We are also continuing to ask schools and colleges to work with their food providers to offer meals or food parcels for benefits-related free school meal pupils not attending school. Now that schools are opening more widely, school catering teams will be better placed to do this. The provision of food vouchers for those eligible under the benefits criteria will also continue to be available where needed for those not attending.

Will childcare, schools and colleges keep their usual opening hours?

It is possible that some settings will make changes to their start and finish times or introduce processes for drop-off and collection times to keep children and families safe.

Start and finish times will be clearly communicated to parents and carers alongside any other new arrangements.

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Opening schools and educational settings to more pupils from 1 June: guidance for parents and carers

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Updates: this guidance has been updated to reflect the announcement by the Prime Minister that the government's 5 tests have been met and the decision, based on all the evidence, to move forward with wider opening of education and childcare settings. These are very challenging times for our country.

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Social Distancing Guides, at Lee Chapel Primary School, in the UK

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Social Distancing Guides, at Lee Chapel Primary School, in the UK

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Lee Chapel, the school we are collaborating with, in the UK is returning to school on June 1st. This is the video they created to help educate students and parents about the measures they are taking to remain safe.

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Lee Chapel phased return - 1st June 2020

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Canadian Public Health Guidelines for Returning to School

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Canadian Public Health Guidelines for Returning to School

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On this page

Introduction

The following guidance is directed to administrators of schools from kindergarten to grade 12 (K-12) and local public health authorities (PHAs) in jurisdictions where these schools exist. The guidance is not prescriptive in nature, rather, it supports administrators and PHA's to consider potential risks and mitigation strategies associated with the resumption of in-school classes during the COVID-19 pandemic. This guidance is based on the current Canadian context, the concepts outlined in the Community-based measures to mitigate the spread of coronavirus disease (COVID-19) in Canada, the current scientific evidence, and expert opinion. It builds on and should be used in conjunction with the Risk mitigation tool for child and youth settings operating during the COVID-19 pandemic guidance document.

This guidance is subject to change as new information on transmission and epidemiology becomes available. It should be read alongside and in support of guidance from provincial/territorial (PT) health authorities, ministries of education and Indigenous community governance structures. Guidance from provincial/territorial health authorities will consider local epidemiology, which may vary across the country. Therefore, it is not expected that implementation of this guidance will be uniform throughout Canada, as outlined in the Guidance for a Strategic Approach to lifting Public Health Measures in Canada.

This guidance provides information for both public and private institutions providing K-12 education programs in the classroom setting. It takes into consideration the diverse needs of population groups based on vulnerability, ethnicity/culture, disability, developmental status, and other socioeconomic and demographic factors. This guidance uses the term children/youth interchangeably with the term student(s) to align with all associated guidance and web content. Other K-12 school-based activities that may be impacted by the advice in this guidance include sports, school based nutrition programs, music classes/programs and field trips, child care provided outside of regular school hours (for example, before and after child care), professional development/activity days and school break day camps.

Schools play many important roles in communities and the development of children/youth. They provide necessary education to prepare children for adulthood, and long term online education for K-12 is not a substitute for in-person learning and socialization in a school setting. Long-term shutdowns have the potential to lead to education gaps and other consequences for many children. Particular groups may be disproportionately affected, such as children living in poverty, those who receive school-based meals, those who rely on school-based services such as counselling, those who are in situations of domestic violence or abuse, children with disabilities, and those who rely on the certainty of education and social supports to maintain health and community inclusion. Despite the educational and psychosocial benefits of children/youth attending school in-person, administrators, staff, students, families, and community members may have concerns regarding a return to in-person school attendance during the COVID-19 pandemic. By encouraging a risk assessment and mitigation approach in schools, and providing specific considerations on the psychosocial wellbeing of children, youth, staff, and volunteers, this guidance aims to support schools to create an environment that is prepared, supportive, and safe.

A risk-based approach to COVID-19 decision making in schools

Public health measures implemented in schools across Canada have been adjusted over time in response to COVID-19 activity. Risk assessments should be considered when decisions need to be made about opening or closing schools and how to function as safely as possible for those that are open.

Knowing the risks associated with COVID-19 in the school setting will help administrators to consider potential mitigation strategies. An important consideration is the extent of local community COVID-19 transmission, as this influences the likelihood of COVID-19 introduction into the school setting. The proportion of individuals who visit the school from outside of the community also influences the risk of COVID-19 introduction and spread. PHAs should be consulted for information about local COVID-19 transmission.

There are a number of specific considerations when assessing risk in the school setting. For example:

risk of transmission

How many, how close, and how prolonged are the interactions of children/youth in the school?
A higher number or interactions, close interactions, and prolonged interactions are associated with a higher risk of transmission

Are interactions in a crowded or a confined indoor setting?
High-density, confined, indoor settings are associated with a higher risk of transmission

Are children/youth in frequent contact with high-touch surfaces?
Frequent contact with high-touch surfaces or shared items is presumed to have a greater risk

risk of more severe diseases or outcomes, based on their age or other medical condition
Do children/youth, staff, or volunteers belong to (or reside with) a higher risk group?

ability to reduce risk by consistently applying mitigation measures

Can children/youth consistently follow advice on physical distancing, hand hygiene, respiratory etiquette and other personal preventive practices?
If assistance is required, is there adequate supervision?

Are the supplies and facilities necessary for frequent hand hygiene available?

It is important to recognize that health, age, disability, developmental status, or other socio-economic and demographic circumstances faced by some individuals and groups may limit their ability to follow the recommended measures

Lastly, consideration must be given to what is known about COVID-19 in children and youth. Children, especially those below 10 years of age, appear to experience less severe symptoms due to COVID-19 and form a small proportion of reported cases to date . It is important to consider that transmission of COVID-19 in children is not fully understood and that evidence may change with time. In most household cluster investigations, children were not the index case; however, emerging evidence suggests that the virus can spread efficiently in all age groups. While children over 10 years may be as likely as adults to transmit the virus to others, those under 10 years may also transmit the virus, but are less likely to do so than adults. Lastly, modeling studies suggest that outcomes of a staggered relaxation of public health measures, starting with younger individuals first, would support Canada's objectives for the lifting of restrictive public health measures.

Risk Assessment Tools relevant to the school setting include:

Mitigation of risks of COVID-19 in schools

Measures used in the school setting to mitigate risks of COVID-19 transmission can include both personal preventive practices taken by individuals to protect themselves and others, as well as community-based measures implemented by PTs, municipalities, Indigenous community leadership, school boards or individual schools to protect the school and surrounding community.

The modified hierarchy of controls provides a useful approach and helps inform the list of risk mitigation measures provided in this guidance. Risk mitigation measures that are most protective involve physically separating people from each other through physical distancing and physical barriers. Less protective measures rely on individuals consistently following personal preventive practices such as respiratory etiquette, hand hygiene, and wearing non-medical masks. Given that physical distancing is not always possible in schools, it will be important to "layer" multiple measures to reduce the risk of COVID-19 spread in schools. While some risk mitigation measures, such as the practice and promotion of personal preventive practices, should consistently take place, other measures should be proportionate with the risk in the school and community. Schools should consult with their PHAs for information about local COVID-19 transmission.

For mitigation measures specific to employees (for example, staff and volunteers in child/youth settings), such as the use of personal protective equipment, the Risk mitigation tool for workplaces/businesses operating during the COVID-19 pandemic is available and should be considered in addition to relevant guidance from Occupational Health & Safety advice. In some cases, staff or teachers (such as occasional / supply teachers) work in multiple settings. It will be important for school administrators to consult with their PHAs in advance to conduct a risk assessment and to identify potential mitigation measures/ policies based on their community needs, relevant P/T guidance, and local epidemiology. Consideration should be given to encourage teachers and staff to wear face masks and eye protection (such as face shields). The evidence is evolving and guidance will evolve.

Consideration of the school setting will help inform how risk mitigation measures are implemented. For example, while personal preventive practices should consistently be promoted during the COVID-19 pandemic, this may be achieved differently with younger children (for example, primary school) and older children (for example, middle and secondary schools). The remainder of this section will describe risk mitigation measures while providing age-appropriate examples based on the Risk mitigation tool for child and youth settings operating during the COVID-19 pandemic. These examples are not exhaustive, and school administrators are encouraged to find creative and adaptive ways to mitigate risk that align with public health advice and are respectful of children/youth, staff and volunteers. Administrators should engage early with relevant stakeholders, such as representatives of the student body, parents / guardians, and staff. The school should monitor the uptake of risk-mitigating measures and adjust as necessary, in consultation with their PHA, to address challenges in implementation. The school should also ensure accommodations are in place for those with disabilities that hinder or prevent personal preventive practices, physical distancing, and other mitigating measures listed below.

Prohibit individuals who have symptoms of/or have had exposure (in last 14 days) to COVID-19 from entering the school.

For all ages:

exclusion policies are in place for children/youth, staff and volunteers who are ill

PHA advice regarding culturally safe active and / or passive screening for all those entering the school is followed

children/youth, staff and volunteers stay at home if ill with symptoms of COVID-19 until criteria to discontinue isolation have been met, in consultation with the local public health authority (PHA) or healthcare provider

communication strategies (including accessible signage) are strengthened to include messaging about staying at home when exhibiting symptoms of/or after exposure to COVID-19 to children/youth, families, staff, volunteers in languages/formats appropriate for age

children/youth are made aware, in non-stigmatizing age and disability-appropriate language, how to identify symptoms of COVID-19 and instruct them to speak to a staff member immediately if they are experiencing symptoms

PHAs are consulted for further guidance if there are any questions regarding a child/youth, staff, or volunteer's ability to attend school (for example, testing, screening children with chronic respiratory symptoms, self-isolation periods)

Promote and facilitate personal preventive practices.

For all ages:

keep children/youth, staff, volunteers and families informed about current public health advice

promote the use of personal practices (for example, frequent hand hygiene, avoid touching face, respiratory etiquette)

post signage that is appropriate for age, ability, reading level and language preferences to remind individuals to practice good hand and respiratory hygiene

teach children and youth about why, how and when to clean hands and cover coughs and sneezes, using age appropriate learning resources and tools (for example, "Glo Germ" hand washing demonstrations and how to use hand sanitizer)

implement a schedule for frequent hand hygiene

provide increased access to hand hygiene facilities (for example, by placing hand sanitizer dispensers in easy-to-see locations, for example, at entries and exits and cafeterias) and ensure accessibility or assistance for those with disabilities or other accommodation needs

ensure adequate supplies to reinforce hand hygiene and respiratory etiquette such as soap, an alcohol-based hand sanitizer (at least 60% alcohol), paper towels, tissues, and no-touch waste receptacles

For younger children:

reinforce and remind children not to touch others or put toys or objects in their mouths

ensure assistance/supervision of children when performing hand hygiene

consider increasing staffing complement to reduce the staff-to-child ratio, according to jurisdictional recommendations and budgetary limitations

incorporate fun strategies to encourage compliance (for example, hum catchy songs while handwashing)

For older children:

implement classroom and/or grade level projects (for example, point programs, poster contests)

organize "spirit week" (school wide) awareness initiatives

leverage technology and use social media (for example, post your most creative video on handwashing)

Promote physical distancing as much as possible (recognizing this is not always practical in child and youth settings).

For all ages:

reinforce general practices to maintain physical distancing, such as replacing physical greetings like high fives, fist bumps and hugs with friendly verbal greetings or virtual high fives

when / where possible, establish a 2 metre distance between children/youth, staff and volunteers, including when cohorted together
in settings with young children, this may not be possible, and 2 metres between groups of cohorted children should be maintained

restrict or manage flow of people in common areas including hallways, entrances/foyers (for example, with entry and exit procedures)
in narrow hallways or aisles of the setting, encourage unidirectional travel where possible by painting or placing arrows on the ground

use visual cues to encourage physical distancing (for example, accessible signage, floor markings)

postpone assemblies, team sports, field trips, or extracurricular activities where physical distancing cannot be maintained
where appropriate, consider offering these activities "virtually" using technology

limit or restrict non-essential visitors/guests

establish a process for essential visits, for example, parents/guardians picking up children outside of drop-off/pick-up hours where physical distancing can be maintained

For younger children:

when possible, create and play games that maintain physical distancing, for example, set up play stations and limit the number of children at each station, allowing for sufficient breaks for cleaning before children change stations

consider, if policies support, other educational activities (for example, videos) where children can maintain physical distancing as their attention spans permit

ensure children are separated during large group activities for example, reading/circle time

consider moving large group activities outside when space and weather permits

increase the distance between napping mats/beds

recommend that only one parent/guardian do drop-offs and pick-ups, and to remain in designated waiting areas (if walking) or in vehicle if driving, for example, children to be brought to waiting areas or vehicles (would not apply in circumstances where parents/guardians are in attendance as a part of the program)

For older children:

assess whether infrastructure can be enhanced, even temporarily, to provide more space, for example, portables, repurposing existing space, outdoor classrooms

consider the option of online/remote or correspondence learning, especially for older children or those at higher risk of severe disease
important considerations include the accessibility of alternative approaches to those with disabilities and options for those with limited access to electronic devices and the internet

increase desk distance between children/youth

ensure sufficient space between individuals for smaller groups/clubs, for example, reading, cultural, environmental

install accessible signage or floor markings to restrict or managing flow of common areas including hallways, cafeteria, dining halls, foyers, atriums

implement locker/change room policies if applicable, which take into consideration physical distancing, personal preventive measures and environmental cleaning

Create physical barriers between children/youth, staff and volunteers.
For all ages:

if possible or appropriate, consider installing physical separations between groups of children/youth, staff and volunteers (for example, physical barriers like a Plexiglas window or cubicle higher than head-height)

implementing physical barriers (for instance, plexiglass) at cafeteria checkout/payment counters or behind food display counters to separate food service staff and students

For younger children:

consider use of dividers between children during naps if safe to do so

For older children:

install barriers in offices or on desks where appropriate or feasible

consider barriers for staff as a reminder for students to maintain physical distancing (for example, low walled barrier at front of classroom)

For all ages:

move activities outdoors when possible (for example, lunch, classes, physical activity) and consider moving classrooms outside when space and weather permit

ensure that the ventilation system operates properly

increase air exchanges by adjusting the HVAC system

open windows when possible and if weather permits

Reduce risks from exposure to high-touch surfaces (for instance, surfaces frequently touched by others).
For all ages:

increase frequency of environmental cleaning, especially washrooms, cafeterias or food service locations and high touch surfaces or equipment (for example, pencil sharpeners, knobs and push buttons, doorknobs, faucet handles, water fountains, toys, electronic devices, school bus hand rails and seats, books)

reduce the number of common surfaces that need to be touched (for example, prop doors open, no-touch waste containers)

when possible, remove or reduce the use of shared recreational equipment (for example, play structures, gym equipment, balls) and implement post-play hand hygiene practices

avoid sharing communal equipment/supplies as much as possible and implement post-use hand hygiene and environmental cleaning (for example, toys, tablets, electronic devices, sleeping mats)

ensure adequate supplies where possible to minimize sharing (for example, art supplies, toys, pencils)

clean and disinfect essential shared equipment before and after use (for example, electronic devices)

keep belongings separated from others (for example, in cubbies or separated areas)

limit items carried between the school and home
reinforce no sharing of home items

reinforce "no sharing" food and drink policies, including potluck style meals

have children/youth bring filled water bottles to school rather than having them drink directly from the mouthpiece of water fountains

For younger children:

increase frequency of environmental cleaning of commonly touched objects/surfaces unique to setting for example, table tops, chairs, and toys

remove toys that cannot be easily cleaned like plush toys, dress up clothes, water stations, indoor sand stations or playdough

keep enough toys available to encourage individual play

For older children:

increase frequency of environmental cleaning of commonly touched objects/surfaces unique to setting for example, desks, science lab surfaces / equipment, computers / electronic devices

encourage youth to leave personal items (for example, cell phones, head phones) in lockers or at home. If personal items are brought to school, they should not be shared

Reduce risk for people at risk of more severe disease or outcomes. This includes older adults (increasing risk with each decade, especially over 60 years); people of any age with chronic medical conditions (for example, lung disease, heart disease, high blood pressure, diabetes, kidney disease, liver disease or cerebrovascular disease); people of any age who are immunocompromised, including those with an underlying medical condition (for example, cancer) or taking medications which lower the immune system (for example, chemotherapy); and people living with obesity (BMI of 40 or higher).
For all ages:

encourage children/youth, staff or volunteers who are at risk for more severe disease or outcomes to consult their health care professional about staying at home

provide alternative ways to provide programming (if possible) that is meaningful so that children/youth do not fall behind in their studies and maintain a sense of meaning/belonging

accommodations for children/youth with limited access to electronic devices and the internet should be considered

consideration should be given to the use of masks and face shields (eye protection), as the evidence is evolving on their benefits to the wearer to reduce their risk of infection

encourage those who are at risk of more severe disease or outcomes to avoid contact with the school (for example, parents / guardians, grandparents, or volunteers who are older adults, or those with underlying medical conditions)
those who are at risk of more severe disease or outcomes residing with a child / youth attending school should discuss their risk with their health care professional

Modify practices to reduce how long people are in contact with each other and how many people come into contact with each other.

For all ages:

consider modifying delivery of programs (for example, reducing the number of children/youth using the same space at the same time)
when considering numbers of individuals within a space, it will be important to take into account the size of the space, the number of individuals (including their ages/sizes), and their needs and abilities to promote physical distancing

divide classes/groups into smaller numbers of children/youth

if possible, cohort the same children/youth in classes/groups with the same staff or volunteers each day

stagger meal and break times where children come together, for example, recess, lunch (in classroom or cafeteria)

limit or cancel activities that bring children together from multiple groups or classrooms

stagger schedules to limit the numbers of children/youth in attendance at one time

stagger the timing of breaks during the day to limit numbers in the same location at the same time

postpone or cancel non-essential activities, such as field trips

postpone in person "school-wide" events for example, assemblies

limit number of concurrent users of gyms, libraries, and other common areas

move activities outdoors if possible

ensure that COVID-19 measures do not introduce new occupational hazards to the setting (for example, do not prop open fire doors to reduce exposure to frequently touched door handles)

For younger children:

encourage children to have individual bathroom breaks as needed over group bathroom breaks, maintaining required supervision

encourage fixed seating arrangements over flexible seating arrangements where relevant
seats should be facing in the same direction whenever possible

encourage separation of at least 2 metres between cohorted groups of children where relevant

consider staggering naps, or having children sleep "head to toe" during nap time

stagger drop-off and pick-up times

For older children:

consider staggering the school day or week to reduce the number of children/youth in the setting at same time

stagger class rotation times

consider having staff travel to classes, rather than children/youth travelling to classrooms

close or limit number of concurrent users in computer laboratories

Special considerations of COVID-19 in schools

Cafeterias and food services

In addition to the risk mitigation measures described above, there are special considerations for cafeterias and food services. As there are a wide variety of food programs and cafeterias in schools across Canada, the following list is not prescriptive, and risk mitigation should be tailored to each school's particular context.

Limiting the number of individuals permitted in cafeterias at any given time

Ensuring at least 2-metres distance between seats in cafeterias

Increasing accessible signage and floor markings in cafeterias to remind students/staff to practice physical distancing and have unidirectional flow of foot traffic in narrow aisles/stairways

Increasing the number of accessible hand sanitizer stations within cafeteria

Consider having students eat meals in classrooms or outdoors as opposed to congregating in a cafeteria

Limiting seating areas in cafeterias (for example, cordoning off spaces, removing seating).

Considering the use of cohorts for cafeterias during designated times

Discontinuing self-serve models (for example, avoid buffet-style options, remove shared food/condiments/utensil stations) and increasing staff-serving options

Reducing touching of food, by individually wrapping or packing food when on display

Adopting touchless payment options when possible (with exceptions for those who can only pay by cash)

Specific educational activities

Some educational activities require additional considerations as they may not occur in a traditional classroom setting. Risk assessment and mitigation measures based on context-specific factors (for example, number of participants, length of session, room size and ventilation) should be considered in consultation with the school's PHA.

Music and band

Wind or brass instruments have a theoretical possibility of increasing the transmission of COVID-19 and the risk is not fully understood at this time. The evidence is evolving and will continue to be monitored and updated as more is known. Although initial reviews to date have not found evidence that the use of wind or brass instruments increase COVID-19 transmission, additional precautions should be taken, given the possibility of transmission due to production of infectious droplets while playing a wind or brass instrument or touching / blowing into an instrument recently used by an infected person .

Musical activities involving wind and brass instruments may increase the risk of COVID-19 transmission. A school's choice to resume music classes and / or band should be based on a thorough risk assessment and in consultation with their PHA. If resumed, schools should consider specific mitigation measures such as:

consider outdoor music and band practices and adapt stage or orchestral pit space to maintain physical distancing
for those who play a brass or wind instrument, the length of the instrument should be considered as an extension of the individual and included when determining the spacing between musicians as well as the potential for increased distance that droplets may be projected out of a wind instrument

do not share instruments or accessories

if shared, clean as per standard protocol for the instrument after each use and between users. Use a disinfectant or alcohol wipe when possible

do not share cleaning cloths or instrument brushes

do not share mouthpieces, reeds or harmonicas

when cleaning of individual instruments with saliva build-up (for example, spit valves), do so physically (> 2 metres) away from others and by blowing into a disposable cloth or container that will collect the saliva, to reduce the risk of exposure of others

do not blow the spit on to the floor

the cloth or container should be placed in a waste receptacle or cleaned immediately. Wash hands immediately afterwards

Singing and choir

consider outdoor singing activities, weather permitting

keep physical distance between each singer to at least 2 metres, and add more distance if possible

organize the choir formation so singers are not facing each other directly or standing less than 2 meters behind each other

consider opting for performances with fewer performers if distancing cannot be maintained

singers that are members of the same household would be at less risk and could sing together while being distanced from others

Physical education and recreational activities

Given the importance of physical activity to long-term health, the COVID-19 pandemic should not limit the amount of physical activity for children/youth. However, there are additional considerations for COVID-19 transmission during sports, recreation times (for example, recess), and physical education due to the potential for close or physical contact, the use of shared equipment, and the potential for respiratory droplet production. Schools should apply the risk mitigation principles described above, such as choosing activities where physical distancing can be maintained and considering outdoor activities whenever possible. Additional consideration should be given to ensuring children/youth do not share items such as water bottles and to limiting the use of shared equipment.

Additional guidance for outdoor activities is found in the Risk mitigation tool for outdoor recreation spaces and activities operating during the COVID-19 pandemic. Similarly, Physical and Health Education Canada has published Canadian Physical and Health Education Guidelines for the COVID-19 pandemic.

Libraries

Use of non-medical cloth masks or face coverings

Non-medical cloth masks (NMM) can play a role in reducing the transmission of COVID-19. Wearing of NMMs is an additional personal practice that can help to prevent the infectious respiratory droplets of an unknowingly infected person (the wearer) from coming into contact with other people. Those wearing masks should be reminded, in age-appropriate language, not to touch their mask and to comply with other personal preventive practices such as frequent hand hygiene and physical distancing as much as possible.

NMMs should not be worn by anyone who is unable to remove the mask without assistance (for example, due to age, ability or developmental status).

Advice for staff and volunteers on the use of NMMs and personal protective equipment in the context of a workplace can be found in the Risk mitigation tool for workplaces/businesses operating during the COVID-19 pandemic. Schools should always consult with their designated Occupational Health and Safety department and local public health when considering mask-wearing policies for their staff.

Based on current understanding of COVID-19 transmission in children under 10 years, NMMs may be considered based on a risk assessment and the following considerations:

NMMs should be sized and worn correctly
failing to do so may present a risk rather than a benefit. Younger children or those with disabilities may not be able to use or consistently use NMMs correctly and safely during the day, including during meals and snacks (for instance comply with procedures to put on, change and remove) without assistance

masks with exhalation valves are not recommended, as they do not protect others from COVID-19 and do not limit the spread of the virus

children/youth in the same class/program will have recurrent interactions with one another
the advice of the PHA should be sought for the use of NMM use for repeated interactions

NMMs should be changed after they become wet or soiled. This could present operational challenges with respect to supply of NMMs and safe handling of soiled or damp NMMs
parents/guardians should be reminded of appropriate use and cleaning and provide a backup clean/dry mask to store in their backpack for the child to replace the soiled or damp NMM

a NMM could become an unintended hazard (for example, physical injury if caught on playground equipment)

the ability of a child/youth to complete tasks and follow direction will be dependent on a variety of factors (for example, age, maturity, physical ability, comprehension)
it will be important for staff, volunteers and/or parents/guardians to assess the ability of each child/youth to properly use and care for NMMs

Based on the current evidence of COVID-19 transmission, NMMs are recommended in children/youth over 10 years. When possible, schools should consider a policy that recommends NMM use according to grade level or class grouping. This measure should be based on a setting-specific risk assessment that includes the following factors: local epidemiology of COVID-19 including evidence of community transmission, the characteristics of the individual (for example, age, maturity, physical ability, comprehension), the characteristics of the setting, the nature of the activities, risk tolerance, and the potential of the setting to implement risk mitigation measures.

It will be important to establish policies regarding the use of NMMs or other personal protective equipment that align with advice from provincial/territorial/local public health authorities, as it will vary throughout Canada. Policies should reflect their PHA's advice for NMM use in particular settings or circumstances such as during all indoor activities versus only while in common areas. Furthermore, some provinces, territories or municipalities may have mandatory mask policies in the community and schools should ensure their NMM policies align with those of their jurisdiction.

It should be expected that some children/youth will wear NMMs in schools that have not adopted NMMs policies. Staff and volunteers should monitor for, and address, any discrimination or bullying associated with this practice (whether stigmatization is experienced by those who wear masks, and/or those who do not) and how this can amplify discrimination or bullying due to other factors such as differences in gender, ethnicity, or ability.

Management of illness or need for direct care

It will be important for schools to update plans in consultation with their PHAs on how to safely care for children/youth, staff or volunteers who require care while on-site during the COVID-19 pandemic. For issues that are known to be unrelated to COVID-19, such as mild injuries or emotional distress, schools should review their policies with their PHAs to ensure appropriate universal precautions are taken.

For issues which could be related to COVID-19, such as illness, schools should ensure measures are in place to recognize symptoms consistent with COVID-19 and separate sick children/youth, staff and volunteers from others if symptoms develop, while avoiding stigmatization and discrimination. Guidance for the public health management of cases and contacts associated with COVID-19 is available. For those who have symptoms consistent with COVID-19, it will be important to ensure:

the individual is quickly given a mask to wear, if not already wearing one, with a medical mask preferred over a NMM

schools should plan to have masks available for situations of managing respiratory-like illness in the event that the ill individual does not have their own mask

masks should not be placed on anyone who is unconscious, incapacitated or otherwise unable to remove the mask without assistance

the individual is isolated and remains in a designated space (for example, sick room), while avoiding stigmatization and discrimination, until they can go home safely

additional consideration is given to individuals with disabilities, such as having someone wait with them to assist with specific needs

plans address the potential if a private vehicle or walking is not an option. Plans must not include using public transit.

a distance of 2 metres between the ill person and others is maintained, and staff know what to do if 2 meters cannot be maintained and/or direct care is unavoidable (for example, the use of personal protective equipment)
the PHA should be consulted for this advice

hand hygiene and respiratory etiquette are practiced while the ill person is waiting to be picked up/excused/transported

tissues should be provided for the ill person to ensure their use with respiratory etiquette

proper disposal of the tissue and hand hygiene should be performed after coughing or sneezing

environmental cleaning of the designated space, other spaces or shared items used during the day (for example, bathroom, desk), and other medical items (for example, basin), should be conducted once the ill person has been picked up

Absences

Schools should ensure that policies are in place/developed for children/youth, staff or volunteers who are advised to stay at home due to illness, exposure history or vulnerability. Schools should work with relevant partners (for example, Human Resources) to develop policies that ensure:

student school attendance is flexible

teachers are able to take COVID-19 related leave as required

the use of medical notes, perfect attendance awards, and incentives are discouraged

that requirements for mandatory volunteer work be examined for practicality and safety

interactions with families focus on dignity and privacy protection

steps are taken to reduce the potential for stigma and discrimination (for example, through outreach, information sharing and school/board level education)

measures are in place to provide meaningful school work and support to children/youth participating virtually, particularly for those with learning disabilities, mental health concerns, or where they do not have access to online learning tools, so they do not fall behind in their studies

measures are in place for children/youth to maintain a sense of meaning/belonging with their teacher(s) and classmates when they cannot attend in person

Reporting

It will be important for administrators to understand the usual absenteeism patterns of their school as well as the symptoms associated with COVID-19. Schools and local PHAs should have established processes in place for symptom/case reporting, case management, contact tracing (for example, attendance records), and information sharing. It is recommended that notification to the PHA occur in outbreaks or unusual situations, such as when absenteeism of children/youth, staff or volunteers is greater than would be expected (recognizing that flexible attendance may create a new baseline), or severe illness is observed. Schools should follow their jurisdiction's reporting requirement specific to COVID-19. PHAs can advise on the implementation of measures specific to COVID-19 that may be in addition to standard respiratory disease prevention, such as the separation and/or exclusion of ill children/youth, staff and volunteers from school.

Outbreak management

School administrators should develop plans, in consultation with their PHA, to help guide their actions in the event of an outbreak of COVID-19 in their schools. Plans should consider specific policies regarding case and contact management, environmental cleaning, and temporary alternative education-delivery models. Communications plans should maintain privacy while including important audiences such as students, parents / families / guardians, the school staff / volunteers, and surrounding communities. Finally, the roles and responsibilities of the school, PHA, and other stakeholders in the event of an outbreak should be identified in advance of a return to school.

Travel and international students

Special consideration needs to be given to school attendance by individuals coming from outside the community, such as international students. Local, provincial/territorial and/or national requirements for domestic and international travellers may necessitate a period of self-isolation prior to integration into school activity. As of March 25, 2020, all travellers incoming to Canada are subject to mandatory 14-day quarantine (self-isolation) enforceable through an emergency order under the Quarantine Act.

Schools must also implement policies and procedures to ensure children/youth, staff or volunteers who have travelled (internationally and/or within Canada) follow the federal/provincial/territorial/local government guidelines for quarantining.

It is important to consider that some children/youth will reside on school grounds, such as in a dormitory, while attending school ("boarding schools"). While a full discussion on risk mitigation in a dormitory setting is out of scope of this guidance, more information on living in shared spaces and dormitories can be found in the Guidance for post-secondary institutions during the coronavirus (COVID-19) pandemic.

Administrators and students should be aware of the travel restrictions, exemptions, and advice before entering Canada. Further information on the roles and responsibilities of the federal, provincial and territorial governments and designated learning institutions on international students will be available soon.

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.

Students with disabilities

There is a need to maintain equitable access to education during the COVID-19 pandemic for students with disabilities. The impact of loss of instructional time and related services, including mental health services as well as occupational, physical, and speech/language therapy during the period of school closures is significant for children/youth with disabilities. Children/youth with disabilities may also have more difficulty with the social and emotional aspects of transitioning out of and back into the school setting and may have more difficulties applying some mitigation strategies. Adjusting to new routines can be particularly challenging for children with developmental disabilities. As schools prepare for reopening, school administrators should develop a plan to ensure a review of children/youth who access services, to consider how programming can be adjusted to accommodate the lost time of instruction and other related services, while supporting children to adjust to new routines and measures in the COVID-19 context. Administrators should also take steps to ensure that accommodations are made so that children with disabilities have access to the same public health information and mitigation measures (for example, accessible hand washing stations, accessible signage, age and disability appropriate language, assistance with personal preventive measures). School administrators should also develop a plan to ensure that children/youth who are hearing impaired (and others who may rely on facial cues) have their educational needs met if NMMs are worn in their classrooms; this may include the use of transparent masks. In addition, schools can expect a backlog in new child / youth evaluations; therefore, plans to prioritize those for new referrals will be important.

Guidance on COVID-19 and people with disabilities in Canada is available.

Communal transportation (for example, busing) can increase the risk of COVID-19 in children/youth, staff and volunteers due to a variety of reasons:

the range in ages of the children/youth who use it

the need to wait in groups at stops/line up

its enclosed quarters

the innate challenges in maintaining physical distancing

the lack of supervision (in some cases)

the challenges associated with maintaining personal preventive measures (for example, hand hygiene)

Schools will need to work closely with their local transportation authority and PHAs in the implementation of transportation-related - risk mitigation measures. The examples of mitigation measures listed below are not exhaustive, and school administrators/transportation authorities are encouraged to find creative and adaptive ways to mitigate transportation risk that align with public health advice and are respectful of children/youth, staff and volunteers.

Encourage alternative modes of transportation for children/youth who have other options (for example, walking, parent/guardian drop off)

Prohibit individuals who have symptoms of/or have had exposure (in last 14 days) to COVID-19 from boarding the school bus

Minimize the number of people on the bus at one time
Maintain 2 metres between children/youth (unless of the same household), when possible

Consider the use of NMMs for all passengers on the bus

Open windows, if feasible

Maintain 2 metres between the driver and the children/youth, where possible

Emphasize the importance of personal preventive practices (for example, hand hygiene upon boarding and before entering school, avoid touching face, respiratory etiquette) to all riders by posting accessible and age-appropriate signage for example

Conduct frequent environmental cleaning of high touch surfaces with approved disinfectant products should be encouraged

Use of NMMs or face coverings may be considered for children over the age of 2 years (see section on NMMs earlier in this document)

Consider assigning seating, when possible, to ensure children/youth sit with the same children each day while avoiding stigmatizing or discriminatory arrangements

Consider adding buddies or bus monitors to assist younger children with adhering to risk mitigation measures

It is important to consider how these mitigation measures may affect children/youth with disabilities who use alternate modes of transport; including the accommodations or assistance that may be required in applying the measures.

Psychosocial needs of children/youth, staff and volunteers

There are psychosocial benefits for children/youth to attend school in person. However, pandemics such as COVID-19, can cause feelings of stress or anxiety and be difficult for children/youth to understand, especially if someone in their school or family is sick, or they see or hear troubling messages on the radio, internet or television. It is normal for children/youth to feel worried or nervous and to have questions. Communication should reflect the diverse linguistic, literacy and cultural characteristics and needs of the children/youth and their families. It will be important for schools to pro-actively address, monitor for, and appropriately respond to discrimination and/or bullying surrounding COVID-19. This is particularly important for those who may have or have been exposed to COVID-19, those who must remain at home due to vulnerabilities, and those who may experience amplified discrimination or bullying due to other factors such as differences in gender, ethnicity, or disability. Schools should make all efforts to ensure that misinformation is clarified and anti-discrimination/ bullying protocols are adhered to.

Staff will need to pay attention to the feelings and reactions of children and youth. The school can consider the following:

Keeping parents/guardians informed

Parents/guardians will be a major source of comfort and reassurance to their children. It will be important for the schools to keep parents/caregivers informed of what the school is doing to protect their children and what parents can do at home to prevent the spread of respiratory infections (for example, reinforce hand hygiene and respiratory etiquette, increase environmental cleaning). In addition, parents/guardians will be the ones who will make decisions about keeping their children home. As such, open and frequent communication to parents will be important in ensuring children/youth who have symptoms of/or have had recent exposure to COVID-19 stay home from school. Communication should include references to PHAs and should be as accommodating as possible for families with disabilities or those whose first languages are not English/French.

Provide reassurance

It can be comforting to reassure children/youth about their personal safety and health and to remind them that it is okay to be concerned. Remind children/youth of the actions they can take, including personal preventive practices, to stay safe and healthy.

Listen to students

Children/youth want to be heard and can provide important contributions. They do not need detailed information about events but they do need to talk about their feelings. The school environment should ensure that children/youth can ask questions. Staff should answer questions honestly while ensuring that the information is suitable for the age level and diverse personal experience. When staff are unsure of an answer, they should be encouraged to look for resources with the child/youth that can answer their questions. Administrators and staff should be mindful of how children/youth share information in less supervised settings (for example, before and after school, lunch and snack times, recess, through social media, and on the bus). It may be in these settings where children/youth can become misinformed. It will be important for administrators and staff to correct this misinformation when they are aware of it.

Maintain routines

Routines are likely to be disrupted significantly during COVID-19. Where possible, maintain familiar activities and routines at schools as it can reinforce a sense of security for children/youth. This includes instructional time, meal times, extra-curricular activities, and unstructured time such as recess. Supporting children/youth and families as routines transition will be important through a variety of communication strategies including written communication, the school website, social media pages, announcements and on-site reminders and updates.

Pay attention to media access

Limit media exposure or ensure information being accessed on-line is reputable. Exposure to too much or misinformed resources/media coverage can give children/youth an exaggerated view of the risks associated with COVID-19. It may be easier to limit exposure in younger children but this may be more difficult with older children/youth. Where feasible, monitor for misinformation and assist students in accessing reliable sources of information. Resources to support children/youth in their media literacy are available. Explain the events as well as you can and help children/youth put information into perspective. Keep children/youth informed about what is happening and what may happen at a level that is suitable for their age.

Mental health support

It will be important to promote mental health and provide mental health support services and resources as children/youth may experience increased social, mental and emotional distress associated with COVID-19 and this support can contribute to their resiliency. Mental health and wellness support needs to be accessible for diverse groups (for example, considerations based on factors such as age, gender, ethnicity/culture, and other socio-economic and demographic factors). It will also be important for schools to recognize practices that may be contributing to social and mental distress (for example, challenges in connecting with peers and teachers, cancellation of activities) and address these factors in order to support student mental health and wellbeing. Additional information is available for parents, children and youth on taking care of physical and mental health during COVID-19, along with relevant resources.

Considerations for staff and volunteers

The impact of the pandemic on staff and volunteers and potential stress related to a return to work should be recognized. In the same way that children/youth may need support to return to school effectively, staff and volunteers may require mental health support to successfully provide programs to children/youth. Resources such as Employee Assistance Programs and other means to provide support and mental health services should be made accessible prior to reopening.

Considerations for remote, isolated, and Indigenous communities

The overall health of Canadians living in remote and isolated communities is differentially affected by social, environmental and economic factors, including housing, water quality or access, food security, pre-existing health conditions, education and income. These factors, in addition to limited access to health care, are important to consider in the context of schools and the resumption of in-school classes during the COVID-19 pandemic.

Local epidemiology is widely varied across the country including in remote, isolated and Indigenous communities. This will be an important consideration when identifying risks and considering mitigation strategies in schools. Local surveillance programs (where relevant) and the PHA will be important partners in determining community risk in the school. Indigenous communities may choose to implement child and youth programs specific to the needs and circumstances of their communities. Guidance for Remote and isolated and First Nations, Inuit and Métis communities is available and provides specific examples of measures that can help mitigate risk in the community context including: considerations for the availability of non-medical supplies, crowded conditions, cultural safety and shared decision-making in the implementation of public health measures, limited access to running water and transmission of COVID-19 in public gatherings. Respect and support for Indigenous community decisions is needed, as well as recognition of the disproportionate burden of communicable diseases on some Indigenous communities, and the legacy of past pandemics.

Where schools rely on staff travelling from outside communities, they should consult with their PHAs for support in conducting a risk assessment and identifying potential mitigation measures specific to their situation (for example, mandatory quarantine, self-monitoring for symptoms). Considerations for resuming in-school classes may include the availability of staff and contingency plans for staff shortages (for example, due to illness or post travel self-isolation). Schools that are outside of, but in close proximity to Indigenous communities and have a high number of students from nearby Indigenous communities should engage Indigenous leadership in the development of their re-opening plans.

Many schools in remote, isolated, and Indigenous communities are in need of additions, renovations, and maintenance projects and may not easily allow the implementation of risk mitigation measures such as consistent physical distancing between students, staff, and volunteers. As in other contexts, a layered approach to risk mitigation (described throughout this document), including both personal preventive practices as well as community-level action, will be important.

Additional resources

References

Footnote 1

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Footnote 7

Park YJ, Choe YJ, Park O, Park SY, Kim YM, Kim J, et al. Contact tracing during coronavirus disease outbreak, South Korea, 2020. Emerg Infect Dis. 2020 Oct [ Aug 04 2020]. https://doi.org/10.3201/eid2610.201315.

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Footnote 15

van Doremalen N, Bushmaker T, Morris DH, et al. Aerosol and surface stability of SARS-CoV-2 as compared with SARS-CoV-1. N Engl J Med April 2020; 382: 1564-1567. Published online March 17 [Accessed July 20 2020]. DOI:10.1056/NEJMc2004973.

Footnote 16

Chin A.W.H., Chu J.T.S., Perera M.R.A., et al. Stability of SARS-CoV-2 in different environmental conditions. The Lancet Microbe May 2020; 1(1): e10. Published online April 2 2020 [Accessed July 20 2020]. DOI: https://doi.org/10.1016/S2666-5247(20)30003-3.

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# data[].attributes.attachment_link.title
COVID-19 guidance for schools Kindergarten to Grade 12

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The following guidance is directed to administrators of schools from kindergarten to grade 12 (K-12) and local public health authorities (PHAs) in jurisdictions where these schools exist. The guidance is not prescriptive in nature, rather, it supports administrators and PHA's to consider potential risks and mitigation strategies associated with the resumption of in-school classes during the COVID-19 pandemic.

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*limited to 6 students

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*limited to 6 students

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*limited to 6 students

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Colaboración global   Objetivo: resolver problemas relacionados con el regreso a la escuela, durante la pandemia de coronavirus, individualmente o en grupo usando el pensamiento computacional. 

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Colaboración global   Objetivo: resolver problemas relacionados con el regreso a la escuela, durante la pandemia de coronavirus, individualmente o en grupo usando el pensamiento computacional. 