COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts

Abstract

The Ontario COVID-19 Science Advisory Table is a group of scientific experts and health system leaders who evaluate and report on emerging evidence relevant to the COVID-19 pandemic, to inform Ontario's response. Our mandate is to provide weekly summaries of relevant scientific evidence for the COVID-19 Health Coordination Table of the Province of Ontario, integrating information from existing scientific tables, Ontario's universities and agencies, and the best global evidence. The Science Table summarizes its findings for the Health Coordination Table and the public in Science Briefs.

Study of the epidemiology of COVID-19 in Ontario elementary and secondary school education workers: an interim analysis following the first school year

“…Schools in high COVID-19 activity regions were closed again on January 8, 2021, but all were reopened by February 16 th . Elementary and secondary schools were closed to in-person learning again on April 12 th and did not re-open for the remainder of the 2020-2021 school year (Gallagher-Mackay et al, 2021;Government of Ontario, 2020a).…”

Impacts of the COVID-19 Pandemic on Children and Families from Marginalized Groups: A Qualitative Study in Kingston, Ontario

“…These findings support current recommendations for schools to provide additional educational supports to families for periods of remote learning [12] and with the transition back to in person learning. Ontario's schools have been closed for longer than any other jurisdiction in Canada, and online learning continues to be an option for the 2021-2022 academic year in elementary and high school [26]. Many service providers voiced concerns about perceived learning loss for young children, as a result of prolonged school closures.…”

School Operation for the 2021-2022 Academic Year in the Context of the COVID-19 Pandemic

“…2 Ontario has had the longest interruption of face-to-face learning in Canada. 1 In-person schooling is optimal for the vast majority of students because it enables access to a wide range of academic and social-emotional learning opportunities, promotes play, positive peer relationships, physical activity, and positive mental health. In-person schooling may contribute to other essentials, including nutrition, security, and health.…”

“…Similarly, the importance of a strategy to manage the educational losses experienced thus far by some children is covered in a separate Science Brief. 1 We do not address curricular reforms in this document. It must be recognized, however, that a period of (re-)adjustment for students and staff will be necessary at the beginning of the school year to: 1) address children's mental health concerns and anxieties; 2) allow time for children to readjust to behavioural norms associated with in-class learning; and 3) support students who require school-based rehabilitation supports (e.g.…”

“…Given our current and anticipated vaccine coverage, high-risk scenarios imply the presence of a circulating variant of concern with vaccine escape. b Mixing of cohorts should be permitted to allow for access of specialized education programs, rehabilitation and therapeutic services, transportation.c The strategy used in Middle school students should take into consideration the strategy used in the rest of the school to optimize processes.Schools provide an environment in which children and youth can participate in physical activities and enriching extra-curricular activities 1. Restrictions were put into place during the 2020-2021 academic year on in-person gatherings, with limited school assemblies, music/theatre instruction, physical education, and extra-curricular clubs and sports, as a health and safety measure 118.…”