the emergency measures of the School
are not justified by any scientific data
These measures are based solely on an alleged need for prudence, with respect to future problems of which no one is able to indicate – with scientific data – the actual possibility that they will occur.
The fact is that, on the one hand, by not avoiding any problems (the absence of problems in countries that have not closed schools is a demonstration of this),
the non-opening of schools certainly
creates serious problems not only for children,
but also for the economy in general
(for example many parents with children at home cannot work – in particular this applies to single parents).
.
In fact, the scientific data available demonstrate the uselessness of the School’s limitation measures since:
● children are not at all at risk since research shows that
– young people do not get Covid-19 disease
– they do not transmit the disease (it emerged that in schools where there were children who tested positive for the tests, no adults were infected) <see source>
● the closure of schools is of no use: the countries that have not closed the schools have had no problems (eg Sweden). While
● the closure of schools creates enormous individual and social problems.
□ The individual damage for young people is very serious: with the closure of the Schools,
a future generation of highly anomalous adults is create
For children in the most delicate phases of the development of their conscience, in fact, the loss of a year of education and interaction social service offered by the School is absolutely decisive (it creates damage that cannot be corrected anymore).
It must also be taken into account that up to a certain age children are not able to take computer lessons
brookings.edu: “during the extraordinary systemic crisis of World War II still had negative impact on former students’ lives some 40 years later. … For whole societies closing down education today, there will likely be significant consequences tomorrow. ” <see Article>
Among the problems:
– for months the children are segregated at home, and they lose that very important part of education which is the face-to-face relationship with the teachers, and the interaction with classmates on the subjects they they learn.
Furthermore, they miss the moments of socialization with their peers, in which they learn to live social relations.
– children with fewer resources are severely disadvantaged (poor quality of computers, only one computer shared with parents who are forced to work remotely, lack of possibility to follow alternative forms of education, etc….).
“The longer the COVID-19 crisis continues, the more likely it is that these [disvantaged] kids, and many more will slip out of the education system, never to return.” <see Article>
For example, «Kindergarten children in the U.S will lose 67% of their literacy ability during the COVID-19 school closures. » <see Report>
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□ The closure of the Schools also involves damage important for the whole society. Since it implies, among other things, the impossibility for parents to carry out regular work (think in particular of single parents). < see sources >
