The new research, led by University College London, calls for policymakers to be aware of the “equivocal” evidence around school closures in containing Covid-19 but says educational settings are “crucial” to how society is restarted after lockdown.
School-based interventions such as reducing the school week and staggering school start and break times should be considered if restrictive social distancing policies are to be implemented for long periods of time, the study says.
Countries that have closed schools, such as the UK, have to ask “hard questions” about when and how to open schools with such interventions potentially forming part of a strategy to allow pupils to return, it adds.
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