Since mid-March, my children have been out of school due to state-mandated shelter-in-place orders that led to the closure of physical school facilities. We transitioned to distance learning for nine weeks, which proved to be a daunting task. With four kids in different grades and my own job to juggle, balancing e-learning with work was no small feat. Even though I have experience as a college educator and some homeschooling background, navigating crisis-schooling was a whole different challenge.
I’m relieved that summer break is upon us, yet I can’t shake the anxiety about the upcoming fall. Will schools reopen? If they do, will they adhere to the CDC’s extensive safety recommendations? After reviewing the CDC’s guidelines, I find them somewhat overwhelming and unrealistic, leaving me uncertain about sending my kids back.
The CDC emphasizes that safety must be the priority, aiming to protect students and staff from COVID-19. However, they also state that the implementation of these guidelines is left to schools in consultation with local health officials, taking into account what’s practical and acceptable for each community. I trust our local school system to act responsibly, but the CDC’s suggestions seem tailored to a specific type of student—those who are typically developing, physically, emotionally, and mentally stable. What happens to children with special needs? The Individuals with Disabilities Education Act (IDEA) mandates that eligible students aged three to twenty-one receive a free and appropriate education. About 14% of public school students received special education services under IDEA during the 2018-2019 school year. How do the CDC’s guidelines cater to their needs?
One troubling guideline concerns food service. The CDC recommends that students either bring their own meals or be served individually plated meals in classrooms instead of communal dining. However, if kids are seated six feet apart in classrooms, how can we ensure the safety of children with food allergies? According to CDC data, approximately 8% of children in the U.S. have food allergies, which translates to around two students per classroom. It’s unreasonable to expect teachers to verify every lunch for the eight most common allergens, especially since one oversight can lead to serious consequences. As a parent of a child with a tree nut allergy, I know how quickly things can go wrong.
Additionally, I worry about guidelines suggesting that student groups remain consistent throughout the day without mixing. How can children with Individualized Education Plans (IEPs) receive the necessary services if they cannot access special education classrooms or therapy rooms? Pulling students aside for therapy in a general education setting could further isolate them and neglect their needs.
While mask-wearing is essential, the CDC’s recommendations seem impractical. They propose that schools teach and reinforce the use of cloth face coverings, acknowledging that younger students may struggle to keep masks on all day. It raises the question: how can teachers manage classroom instruction while enforcing mask usage, ensuring social distancing, and checking for allergens in lunches? Moreover, students with sensory issues, including many on the autism spectrum, may find it difficult to wear a mask. How will my child participate in speech therapy sessions while masked?
One particularly concerning suggestion is to display signage in visible locations reminding students and staff about handwashing and mask-wearing. The recommendation to use PA systems to broadcast regular COVID-19 prevention announcements is alarming. For students or staff with anxiety disorders, this could be overwhelming and exacerbate their stress levels.
The guidelines for social distancing made me feel despondent. Suggestions like installing physical barriers and marking one-way routes in hallways seem to prioritize safety over the natural interactions that are essential for children’s development. What will happen to school spirit and joy if inspirational posters are replaced by stark reminders of distancing and hygiene?
The idea of closing communal spaces like dining halls and playgrounds is perhaps the most disheartening. If it’s not feasible to keep these spaces open, we risk depriving children of essential recess time. Staggering use and disinfecting between groups could further limit their social interactions and physical activity, both crucial for their development.
While the CDC has made it clear that virtual schooling is the safest option, if schools do decide to reopen, I fear the emotional and mental toll these protective measures may impose. The well-being of all students, especially those with special needs, must be a priority in any plan moving forward.
I recognize that many families do not have the luxury of choosing whether to send their children back to school. Some friends who are educators face the prospect of losing their jobs if they cannot return. Others rely on schools for essential services. As challenging as homeschooling can be while working, it’s a manageable option for my family.
As fall approaches, I will meticulously evaluate which of the CDC’s recommendations are being implemented before deciding whether to send my children back to school or keep them home. It’s still too early to make a definitive choice, but I feel the tension building.
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Summary
As schools prepare to reopen amid ongoing concerns about COVID-19, parents grapple with the implications of CDC guidelines that may not adequately address the needs of all students, particularly those with special needs. The balance between safety and the essential social and emotional development of children poses a significant dilemma for families.