What if schools could prevent sick days, teacher shortages and lost IQ points? A new COVID safety course lights the way

There wasn’t a dramatic “lightning bolt” moment when Colin Kinner realised he needed to roll up his sleeves and start tackling what he’d come to see as a pernicious problem: the largely unchecked spread of SARS-CoV-2 in Australian schools. 

What spurred him to act, in the end, was the growing pile of evidence that COVID was a serious health threat, and his concern that school communities seemed to be shrugging their shoulders at it.

He was tired of hearing about schools allowing teachers to come to work while COVID positive. Of sick children being permitted to stay in class and infecting others. Of schools asking parents not to tell them if their child had COVID, but routinely sending home letters about head lice or chickenpox. Of teachers and kids catching the virus and not recovering.

“As a parent, I want my son to be safe at school, so that was a key part of my motivation to do this,” says Mr Kinner, the Brisbane creator of COVID Safety for Schools, a free online course that aims to correct misinformation and teach school staff and parents how to reduce the risk of the virus spreading. “But also, having spoken to lots of other parents and teachers, it’s clear that most schools are lacking an understanding of some of the absolute basics of COVID. And in the fifth year of the pandemic, I find that very troubling.”

Every week in Australia too many students and teachers are catching COVID at school, Mr Kinner says, resulting in disrupted learning, teacher shortages, increased transmission in the broader community and disabling chronic illnesses like long COVID. It’s hardly surprising: a packed classroom can be the perfect place for an airborne virus to thrive, with one US study finding more than 70 per cent of COVID transmission in homes began with an infected school-age child. 

Schools aren’t necessarily at fault: in most states they’ve been starved of good public health guidance, Mr Kinner says — they’ve been told “they can treat it like any other respiratory illness, so that’s exactly what they’re doing”.

Step one: correct misinformation

A science and technology communicator and startup mentor, Mr Kinner’s solution was to assemble a team — some of Australia’s leading experts in public health, medicine and engineering — who could explain in simple video tutorials the health risks of COVID, the science of how it spreads, and strategies schools can use to keep staff and students well. The ultimate goal of COVID Safety for Schools, he says, is to change minds and behaviour and, since it launched in February, 600 participants have signed up, about half parents and half teachers.

But perhaps its greatest challenge is engaging people in the first place, particularly those who believe COVID is harmless or no longer worth taking precautions against. 

For the past couple of years Australians have been encouraged to keep calm and carry on as if the virus is in the rear view mirror, even as it continues sickening and killing people, albeit in smaller numbers than years gone by. News reports often downplay its severity, if they cover it at all, while political leaders, public health officials and doctors have claimed it is no cause for concern, especially in children, and that catching it is not just inevitable, but necessary.

But mounting evidence shows the opposite. Even in vaccinated people and those who suffer “mild” infections, COVID can trigger a range of health problems including cardiovascular disease, diabetes, neurological conditions and immune dysfunction. Then there’s long COVID, a debilitating multi-organ illness that has upended the lives of hundreds of millions of children and adults worldwide, many of whom do not fully recover. 

“COVID is like an accelerator for all the other diseases that we hate — it’s actually an aging accelerant as well,” Professor Jeremy Nicholson explains in one of the course videos. “And we don’t want that for our kids or anybody else.”

Simple steps can stop COVID spreading

Once apprised of the health risks, course participants are taught about evidence-based tools schools can use to reduce viral transmission. These are not outlandish or burdensome interventions, but common sense steps like encouraging teachers and students to stay home if they’re sick; improving indoor air quality with ventilation and filtration — with air conditioning systems, air purifiers and good old-fashioned open windows; and promoting mask wearing particularly in high-risk settings like crowded indoor gatherings or bus trips.

Of course, some education departments already require schools to take similar measures. In Victoria, for instance, all public schools must “maximise” external ventilation, ensure air purifiers are used, encourage good personal hygiene and make face masks available for those who want to wear them. But that doesn’t mean schools actually follow the guidelines or use the tools at their disposal (in 2021 the government delivered tens of thousands of air purifiers to schools across the state, but many are no longer used and some have since been listed for sale on Facebook Marketplace).

The federal president of the Australian Education Union, Correna Haythorpe, says any initiative that educates people about COVID and what schools can do to prevent infections is “welcome”. Teachers who have to take sick leave because they’ve caught COVID or developed long COVID are an additional burden on schools, many of which are struggling with the “chronic” national teacher shortage, she says. Then there’s the disruption to learning: “A contagious disease can very quickly … take out significant numbers of students. And fundamentally, we want kids to be engaged, we want them to be well, we want them to be learning.”

Improving the situation, though, requires stronger leadership from education departments, Ms Haythorpe says. “Current government approaches to limiting COVID infection, repeat infection and long COVID demonstrates a lack of concern for the health and wellbeing of students, teachers and broader school communities,” the AEU wrote in its submission to Australia’s parliamentary inquiry into long COVID. Mitigation measures in many public schools are not adequate, it said, “and a lack of capital investment … since 2017 means that conditions are often cramped with inadequate air flow”.

‘Long COVID basically ended my career’

For Amanda Sharpe, these problems are personal. Before she developed long COVID after catching the virus from her children in 2022, Ms Sharpe taught advanced maths at a high school in Bundaberg, Queensland. She used to spend full days on her feet, relishing the buzz of helping her students solve complex equations, preparing them for careers in fields like medicine and aerospace engineering. 

Now, just sitting upright for a short spell or reading a simple news story can quickly worsen her symptoms and wipe her out for days. “Long COVID basically ended my career and I doubt that I’ll ever be able to return,” she says. “Unless there is an actual cure, I think that will be it for me.”

It’s bewildering that schools aren’t taking stronger action to protect their staff and students from COVID, says Ms Sharpe, who tells her story in the COVID Safety for Schools course. A major issue is that many people still think of COVID as a respiratory illness, she says — they don’t realise it can also attack the vascular system, damaging blood vessels and increasing the risk of clotting abnormalities, stroke and heart disease. 

She also wishes more people knew that the virus can cause brain changes and cognitive impairment: one study, for instance, found people who recovered from “mild” COVID infections had lost the equivalent of three IQ points.

“With the maths I teach, you really can’t afford to have your IQ drop,” Ms Sharpe says. “I just don’t understand why schools aren’t implementing simple measures like improving indoor air quality — especially private schools, where academic results link directly with enrolments and success.” 

In response to previous disease outbreaks like Spanish flu and tuberculosis, schools moved lessons outdoors — sometimes in freezing winter temperatures — to stop children from getting sick, she says. “But we don’t want to have classroom windows open in Queensland? It just seems insane to me.”

What about WHS laws?

It may also be unlawful. Australians may have been led to believe that public health orders in force until 2022 were the key reason employers, including schools, had to take steps to protect staff from COVID, says Michael Tooma, a partner at the law firm Hamilton Locke. But schools have always had to comply with workplace health and safety laws — “there has always been a duty of care”, he says. “COVID presents a risk to health and safety and, like any other risk, it needs to be managed with proactive policies and procedures that try to eliminate the risk or reduce it as far as reasonably practicable.” 

At the very least, Mr Tooma says, schools should be excluding people with COVID from the workplace, improving ventilation in classrooms and auditoriums and maintaining sensible cleaning and hygiene regimes.

Schools that fail to meet their WHS legal obligations may be reported to and investigated by state regulators, which can issue improvement notices and in some cases bring prosecutions for serious breaches of the relevant legislation. 

Still, Mr Tooma says he’s not aware of any schools being prosecuted for COVID-related breaches and in general, regulators tend to focus on industries that have higher risks of serious physical harm and death, as well as “campaign” issues like mental health. “Regulator activity tends to follow public interest and so as public interest in COVID and COVID safety has waned, so has regulatory activity around it, in my experience.”

Mr Kinner suspects it’s probably going to take successful litigation for schools to start taking COVID more seriously. He points to a UK case in which 120 teachers with long COVID are suing the Department of Education for allegedly failing to protect them at the height of the pandemic. Those involved say they were not given good enough guidance for managing the risks the virus posed, with data showing teachers suffered high rates of infection and long COVID. 

“I think it’s only a matter of time before we see similar legal action in Australia,” Mr Kinner says. “It could be from teachers, it could be from families who caught COVID because it came into their household via the school. I think it’s inevitable.”

In the meantime, he will keep trying to get COVID Safety for Schools in front of as many teachers, parents and principals as he can — even if it takes a while, even if they don’t want to hear its message. 

“I’ve been very surprised at how school leaders don’t act when they’re presented with this information, even people who go through the course and understand — or should understand — that this is a virus we should be taking very seriously,” Mr Kinner says. “Because facts remain facts. Even if you don’t like them, even if they make you feel uncomfortable, they’re still facts.”