Abstract
The first wave of COVID-19 is gradually receding in India, reaching a cumulative total of 8 958 483 cases overall and 131 578 deaths. 1 The government of India took decisive steps in the form of 4 serial national lockdowns from March 25 to May 31.2,3 After 6 phases of the enforced lockdown, the governmental guidelines have finally allowed the partial reopening of schools and colleges at the discretion of the state/provincial governments, following which 6 states have reopened the schools. Despite the national health directives on masking, social distancing, and added COVID-19 guidelines by the state education department, early data after school reopening have shown a significant spike in the number of cases in students and teachers, leading to the withdrawal of orders to reopen schools.4,5
The long-term implications of school closures on children and teenagers’ mental health and development require urgent consideration by pediatricians, psychologists, psychiatrists, and public health experts. The extended social isolation and lack of playgroup culture can exacerbate preexisting and new physical and psychological conditions in children. The children are at risk of developing anxiety, obsessive-compulsive disorder, and other similar disorders due to their fear of contracting coronavirus, or it can be a reflection of their parents’ fears. The disruption of routine can cause frustration and confusion in a child requiring special education, specifically, those with the autism spectrum disorder who do not react well to a daily schedule change. The changes in the day-to-day routine during the pandemic are deteriorating physical well-being, promoting obesity, excessive consumption of long shelf-life groceries, increased snacking, and decreased outdoor activities due to restrictions on outdoor mobility, and increased screen time for studies and recreation. 6 This current situation has disproportionately affected children from low-income households and rural areas as the school closure has resulted in the loss of a nutritional meal during school hours through the government’s midday meal scheme. 7
We recommend the following necessary steps:
A dynamic psychoeducation curriculum should be adopted in the form of peer support groups to engage the students about mental health issues, providing a viable alternative as a replacement for inaccessible counseling services and therapy groups that educational institutions typically provide.
Physical education trainers/coaches should engage in a livestreaming no-equipment exercise regimen to provide the students with some daily activity until the school’s reopening.
Adapt the learning materials to make provisions for the low-income households, which lack wireless internet, computer, or a place to study.
Food security provisions for children hailing from low-income households. Grab-and-go food services from a school providing a healthier alternative to the high-carb diet they might be living on currently.
The reopening of the schools, though beneficial for school students’ psychosocial and mental well-being, also poses a “potential” risk of reversing the temporary control achieved on the spread of the coronavirus infections. Progressive opening schedules with partial attendance and strict execution of guidelines from local public health bodies complemented by parallel online classes aimed at providing cover-up for immunocompromised faculty and students are necessary.
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
