In the entire history of our society, there has probably never been a return to school with as much uncertainty as in recent times due to the pandemic. This context has generated great challenges for both children and parents and the educational system in general. Going back to school in September is not as easy as it used to be, but it seems inevitable with the reopening of shops and establishments. However, with planning and adaptation, it is possible to ensure a safer and more structured return to the classroom.
The return to school will depend on each autonomous community, which means differences in the way in which classes are resumed. In most cases, a face-to-face model is being prioritized, accompanied by hygiene measures y educational reinforcementsNext, we will explore the key decisions and strategies that are being adopted.
Hygiene and sanitary measures in schools
The implementation of hygienic and sanitary measures It is a priority to ensure the safety of students and school staff. These include the mandatory use of masks depending on the age of the students and the circumstances:
- Children in pre-school and primary school are not required to wear a mask in class. However, their use is mandatory in common areas and when interacting with other groups.
- In ESO and Bachillerato, the use of masks is mandatory inside and outside the classrooms, in addition to keep a minimum distance 1,5 meters at all times.
Other key measures that come into play include:
- La daily cleaning and disinfection of classrooms, hallways and common areas, with special attention to spaces such as bathrooms and dining areas.
- El frequent hand washing, at least five times a day, using hydroalcoholic gel dispensers.
- Temperature checks before entering the school, and designated spaces to isolate students or staff who present symptoms compatible with COVID-19.
Class distribution: in-person and semi-in-person
One of the most relevant debates has been the division between face-to-face classes and blended classes. Depending on the specific needs and resources of each autonomous community and school, the following approaches have been established:
Classes
- Small and stable groups in infant and primary school to minimise the risk of mass contagion. Children aged 0 to 3 and 3 to 6 years will remain in "bubbles" of a maximum of 20 students.
- In ESO, digital education is being promoted in certain subjects, but the basis of learning remains face-to-face.
- In Baccalaureate and Vocational Training, in-person classes are maintained with the option of alternating with online classes once or twice a week depending on the educational group.
Blended classes
- In this modality, students alternate days of in-person and online education. For example, some students attend Monday and Wednesday, while the rest attend Tuesday and Thursday.
- Recess and school meals may be suspended, replaced by takeaway meals.
The role of technology in the return to school
The pandemic has accelerated the digital transition in the educational field. Many autonomous communities have strengthened their infrastructure and trained teachers to use digital tools efficiently. The plans include:
- Providing electronic devices such as tablets or laptops to students with fewer resources.
- Creation of digital platforms to share educational materials, carry out online activities and communicate with parents more efficiently.
- Continuous training and updating so that teachers can manage these tools and adapt their educational approaches.
Emotional and psychological impact on children
The emotional impact of the pandemic should not be underestimated. Uncertainty, changes in routine and the possible loss of loved ones have left their mark on the mental health of children and adolescents. For this reason, schools have implemented psychological support programs with the following key objectives:
- Identify signs of stress, anxiety or depression in students.
- Promote activities that reinforce the emotional well, such as relaxation workshops or group dynamics.
- Establish direct communication channels with parents to work together on the emotional stability of the child.
Possible future scenarios
There are several scenarios that could materialize depending on how the epidemiological situation evolves:
- Lockdown: In the event of serious outbreaks, schools would close again and a 100% online model would be adopted.
- Partial normality: Desired scenario where prevention measures effectively control infections.
Lessons learned during the initial lockdown periods have allowed us to evaluate strategies to minimize educational and emotional impacts if a lockdown is resumed.
Although the challenges are many, each step taken contributes to creating safer environments for students. Collaboration between educational communities, parents and administration is essential to overcome these complex times.