Safe Back to School: A Practitioner's Guide - Global Education
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SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 1
Safe Back to School: A
Practitioner’s Guide
Global
Education
ClusterSAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 2
Introduction
The global COVID-19 pandemic has led to unprecedent- Standards & Resources
ed levels of disruption to education, impacting over 90%
of the world’s student population: 1.54 billion children,
including 743 million girls. School closures and the wider This document does not set any new standards
socio-economic impacts of COVID-19 on communities but refers to the INEE Minimum Standards, the
and society also disrupt children’s and young people’s Child Protection Minimum Standards, the Sphere
normal support systems, leaving them more vulnerable Handbook, the Considerations for school-
to illnesses and child protection risks such as physical related public health measures in the context
and humiliating punishment, sexual and gender-based of COVID-19 (WHO), and the Guidance for the
violence, child marriage, child labour, child trafficking and Prevention and Control of COVID-19 in schools
recruitment and use in armed conflict. Girls and other (IFRC, UNICEF, WHO).
marginalised groups, particularly those in displaced set-
tings, are particularly affected. This guide builds on the UN Framework for
Reopening Schools, giving concrete actions
As governments prepare to reopen schools and other that can be taken at the community and school
learning sites, ministries and school communities must level to operationalize these global policy
minimise the risk of transmission of COVID-19 within recommendations.
learning spaces and address the learning inequalities and
protection concerns exacerbated by COVID-19 school clo- The INEE and Global Education Cluster websites
sures, particularly for girls and other marginalised groups. host a wealth of additional COVID-19 related
Lessons learned from the COVID-19 school closures resources and tools.
must inform disaster and emergency preparedness for
future outbreaks of COVID-19 alongside other contextually
specific hazards that might further jeopardize children’s
rights to learn, be safe and survive. The school reopen-
ing process offers a unique multi-sectoral opportunity Definitions in this guide
for governments and school communities to build back
better, address gender inequalities and strengthen the
resilience of the education system. An inclusive, participa- School: All formal and non-formal learning
tory process can help bring all children and young people spaces for all ages, including, but not limited
into school and leave no one behind. to, primary and secondary schools, temporary
learning spaces, early childhood care, youth
centres and development centers, child-friendly
spaces and other facilities where learning
activities occur.
Whole School Community: Children, caregivers,
teachers, school management, community
leaders and committees, and government.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 3
Why a “Safe Back to School” guide? What is in the guide?
This guide helps program teams plan an integrated, partic- This guide is divided into two sections:
ipatory process for safe school reopening.
1. Checklists:
Who can use this guide? . Integrated Safe Back-to-School Checklist for
Program teams can use this guide to inform the planning Program Staff: This 6-pager lists key actions
and implementation of activities to support an integrated, for Health, Nutrition, WASH, Monitoring and
participatory, safe return to school for the communities Evaluation, Education and Child Protection
they support. The guide aims to be a user-friendly, practi- sectors before and after schools reopen to
tioner-focused tool that outlines the key steps needed for ensure sectoral integration the school reopening
a coordinated, inclusive, all-hazards approach to school process. The checklist is especially useful for
reopening and links to further guidance where appropri- project design and coordinated intersectoral
ate. planning (i.e. adaptations to the Humanitarian
Response Plan) and for monitoring and oversight.
Coordination teams (such as Child Protection Area of . School-Friendly Safe Back-to-School Checklist:
Responsibility, Education Cluster, EiE Working Group
This 2-pager provides topline actions for a head
Coordinators, Refugee Education Groups or Local Educa-
teacher or school committee to follow.
tion Groups) are encouraged to share this document and
reference this guidance as coordinated school reopen- 2. Technical Annexes: 7 technical annexes are
ing strategies are developed and operationalized. The included which provide detailed guidance and
implementation of the activities described in this guide resources for specific activities mentioned in
contribute to achievement of key outputs and outcomes in the checklist. If an action in the checklist has
the Global Education Cluster’s COVID-19 Response & Re- a technical annex, this will be indicated by a
covery Framework. The sectoral highlights in each phase magnifying glass icon.
emphasize the need to link between Education, WASH, . Annex 1 Participatory, inclusive back-to-school
Health, Nutrition, Child Protection and MHPSS coordina- campaigns
tion groups. . Annex 2 Absence Management Systems
While the information in this guide can be used to ad-
vocate with governments, this guide is not intended to . Annex 3 Enable teachers in the transition back to
advise governments on policy and benchmarks for school school
reopening. The UN Framework for Reopening Schools can . Annex 4 MHPSS for children as schools reopen
be a useful tool for ministerial engagement.
. Annex 5 Participatory education and protection
This guide is applicable in all contexts across the human- continuity planning
itarian-development nexus. The actions described in the . Annex 6 Adaptations for camp settings
guide will need to be contextualized based on local prac-
. Annex 7 Advocacy messages
tices and aligned with government standards.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 4
Key Principles for Safe Back to School
An integrated approach: COVID-19 has a multi- Child & youth participation: Children have a
faceted impact on children’s rights, impacting right to be heard in processes that impact them
education, protection, MHPSS, health, nutrition, and should be considered full-fledged actors
and more. As schools prepare for reopening, a in decision-making. Child participation should
coordinated and integrated approach is critical be inclusive and accessible for all children.
to addressing children’s holistic needs. Young people can play a key role in community
mobilisation and in dissemination of accurate
information.
Gender, inclusion and accessibility: Children Whole school community: Engage the whole
may face barriers or have different needs in school community – including children,
returning to school because of age, gender, caregivers, teachers, school administration,
disability, ethnicity, refugee/asylum-seeker community and local government – in an
status, socio-economic status, or other factors. inclusive and accessible way at all stages of the
All efforts during school reopening must be school re-opening process.
inclusive and accessible for all children. This is
a unique opportunity to bring all children into
school, both returning students and children
previously out of school.
Build on existing structures: School Build back resilient: The school reopening
communities should capitalize on their many process provides an opportunity to strengthen
existing capacities during the school reopening existing education, health, protection and
process. These may be existing children’s clubs, disaster preparedness systems, making them
student councils, PTAs, youth-led groups, child more accessible, inclusive, participatory and
protection committees or family networks. protective. By applying lessons learned from
COVID-19, governments and whole school
communities can better prepare themselves and
reduce risks of future crises related to health,
natural, and everyday hazards, violence and
conflict.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 5
Safe Back-to-School Checklist
Before Schools Reopen
MONITORING, EVALUATION, ACCOUNTABILITY &
LEARNING
Engage the whole school community, including Consult with teachers and other education
children and young people, in back-to-school personnel and caregivers about their concerns
planning and campaigns using participatory and ideas for safe school reopening. Feedback
methods on how their opinions and recommendations
have been considered.
Assess the readiness of schools to reopen.
Assess the availability of teachers, cleaning staff, Use this Checklist to develop a participatory Safe
WASH facilities and supplies, personal protective Back to School monitoring tool to track progress
equipment (PPE) and (alternative) space to with the whole school community. This can also
ensure physical distancing, as per national be used to aggregate progress on reopening at
guidelines if available. district or national levels.
Discuss with children and young people how they
feel about school reopening, both positive and
negative aspects. Feedback on how their opinions
and recommendations have been considered (see
Technical Annex 4).
HEALTH, NUTRITION, & WASH
Clean and disinfect school facilities with emphasis
management committees, WASH committees,
on surfaces that are touched by many people
youth led groups), develop a plan with budget,
All schools should be cleaned and disinfected. roles and responsibilities for promoting and
Schools that have been used as treatment/ ensuring cleanliness and regular disinfection.
isolation centers or other types of temporary The plan should mobilize community resources.
facilities should receive a more thorough Consider cash or voucher assistance to support
disinfection process advised by local health sourcing of materials. Consider including this
officials. plan in any existing School Improvement Plan.
Procure adequate WASH resources from this list Train school staff, caregivers, young people and
(in English or French) and follow these School other male and female community members
Hygiene COVID-19 Cleaning Instructions (in who will be involved in cleaning, disinfection
English or French).
Allocate funding for replenishment of
Use this checklist to be gender transformative!
consumables such as soap and disinfectant.
Procure personal protective equipment (PPE) Consult with girls and boys, women and men to
in sufficient amounts to adhere to national address gender inequalities in school reopening
standards and train anyone required to wear it on
correct use and disposal. Ensure services and referral pathways consider
Ensure the cleaning and disinfection of features the specific risks faced by girls and other
reserved for people with disabilities, including vulnerable groups
handrails/ramps, accessibility doorknobs, etc.
Use appropriate communication formats to
Engage whole school community in cleaning and
reach girls, women and other vulnerable groups
maintenance for school reopening
who often have less access to information
Together with school staff and existing school channels
and community committees (i.e., schoolSAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 6
and maintenance on safe procedures for these community members. Distribute through all
activities; refer to these School Hygiene COVID-19 available communication channels in languages
Cleaning Instructions (in English or French) if inclusive of minority communities.
government guidance has not been developed.
Prepare for safe food preparation and services
Deliver training in languages that participants
understand using consistent terminology. Where school meals or snacks were provided
before schools closed, plan to restart provision as
Establish and monitor daily, weekly, and monthly
soon as possible. Due to COVID-19 many families
cleaning schedules and outline responsible
need regular access to healthy meals as a matter
persons, with cleaning responsibilities equitably
of urgency. Where on-site distribution is not feasible,
distributed between men and women.
consider providing or increasing take-home rations.
Provide personal protective equipment (PPE)
Procure nutrient-enhanced school feeding
in line with national recommendations, with
supplies if nutritional status of children and young
cleaning and maintenance staff and volunteers
people has significantly dropped.
prioritized. As cleaning staff are often women,
this is an important gender consideration. Plan to reopen school canteens to keep children
and young people and staff safe: i.e. reduced
Ensure availability of safe water, toilets and
capacity, protection measures for staff (see WFP/
adequate, accessible hand washing stations
FAO/UNICEF guidance, pages 7-8), staggered
Increase handwashing facilities/stations to adhere lunch hours, and hand washing before and after.
to national standards on learners:handwashing
Ensure that school canteens have safe water supply
stations ratio. Use age-appropriate, low-cost, low
for drinking and hygiene, drinking water stations,
maintenance, and eco-friendly designs which
handwashing facilities/stations with soap nearby,
are also accessible to children with disabilities (e.g.
and proper waste disposal measures (e.g. trash
universal design). Conduct repairs as needed, taking
bins, proper drainage).
child safeguarding precautions.
Prepare for essential school health services and
Secure contextually appropriate WASH kits in line
referral protocols
with government standards. If national standards
are unavailable, consult this standard hygiene Ensure schools are properly equipped and comply
list (in English or French) and its COVID-19 with government school health facility standards.
supplementary list (in English and French). Stock schools with first aid kits, including
Remember that menstrual hygiene materials are personal protective equipment (PPE) thermometers
essential components of WASH kits. Access to and rubbing alcohol for cleaning thermometers.
materials, non-infectious disposal, clean (and Orient school personnel on protocols related
lockable from the inside) sex-segregated toilets/ to COVID-19 infection prevention and control
latrines & handwashing stations accessible for and are trained to implement them safely and
girls, boys and children with disabilities, and discreetly. Ensure teachers, school management,
information are necessary to ensure a safe return and children and young people are aware of the
to school for girls and female staff. See pages 21- health services available and referral protocols.
30 for key MHM actions. Facilities should include Ensure all such awareness materials are age
the discrete disposal or laundering of hygiene/ appropriate and available in languages that
menstrual hygiene products. 1 toilet for 30 girls, 1 children and young people speak at home.
toilet for 60 boys (Sphere, page 113 & 146).
Establish proper recording and reporting of
Train teachers, educational and cleaning staff on COVID-9 cases and other health information
school hygiene practices and disinfection. management, as recommended by governments.
Prepare age-friendly, inclusive Risk Communication Connect schools with local health facilities for
and Community Engagement (RCCE) messages quick, accessible referrals.
Translate into local languages, adapt and print Identify temporary isolation areas for children/
age-appropriate and accessible (including large school staff who may be infected to safely wait
print and illustrated versions) handwashing, good before receiving care.
personal hygiene, and school safety messages,
so they are ready to distribute when schools
reopen. Ensure information materials address
rumors/fears or stigmatization that could
adversely affect specific groups of children/SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 7
EDUCATION
Prepare school for physical distancing in, around, Take action to ensure all children and young people
and on the way to schools return to school, prioritizing the most vulnerable
Consider staggered schedules within the school If students will gradually phased back to school,
day (start/end times, recess, lunch break etc.) prioritize students who are (1) vulnerable (2) have
for different groups of children and young reduced access to distance learning modalities
people and the use of several entrances, to avoid and/or (3) in examination classes.
overcrowding on the way to school, at the school
Support Ministry of Education-led back-to-
entrance, and in the school itself.
school initiatives with participatory back-to-
To the extent possible, ensure the implementation school campaigns that engage children, young
of reduced or amended class sizes, allowing people, caregivers, and education personnel.
physical distancing as per national standards, Messages must target the most vulnerable,
or 3 feet or 1 meter if government guidance has including girls and children with disabilities, tackle
not been developed. Consider dividing classes stigmatization, and be accessible and inclusive
into shifts, amending seating arrangements (see Technical Annex 1).
for children and young people, establishing
Prepare an absence management system to
temporary learning spaces, or collaborating with
monitor student & teacher attendance (see
community leaders to identify alternative learning
Technical Annex 2)
spaces in the community together. If class/
contact time is reduced due to these actions, Establish/strengthen the linkage between schools
prepare blended learning possibilities combining and community social protection systems for
physical class time with distance learning quick referral of the most vulnerable students and
activities. For adaption to camp settings, see their families.
Technical Annex 6. Identify the most vulnerable and their needs
Provide additional school supplies such as in order to provide additional support for all
pencils and notebooks so that students do not children and young people to safely return to
need to share equipment. school. Consider cash or voucher assistance to
vulnerable households to support children’s and
Activities that include physical contact, such as
young people’s return to school (see 3-pager in
contact and team sports, should be substituted
English, French and Spanish).
by other activities that allow for safe physical
distancing (i.e. running, open-air aerobics). Distribute back-to-school kits as per national
standards. Ensure distribution points are
Inform all school personnel and students of
physically accessible for persons with disabilities,
physical distancing measures. Increase staff
share information about the distribution in
at schools as needed (including volunteers
various formats (i.e., illustrations, multilingual
to support physical distancing and hygiene
announcements). Deliver back-to-school kits to
practices). Physical distancing between adults is
individuals who cannot access the distribution
as important as students.
point.
Promote the development of inclusive, age-
Support school personnel well-being and train teachers
appropriate messages about social/physical
on key topics and pedagogy to ensure a safe, quality
distancing in school and on students’ journeys
return to school (see Technical Annex 3)
to and from school. Include messaging for
caregivers who drop-off/pick-up children at school.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 8
CHILD PROTECTION & MHPSS
Prepare teachers and education personnel to meet Organize with child protection case workers and/or
the psychosocial and protection needs of children social workers to support school reopening
and young people and to manage their own health
and wellbeing (see Technical Annex 3) Coordinate between education and child
protection staff to conduct house visits where
Update/establish effective referral mechanisms possible.
Update school-based reporting and referral Prepare child protection case workers/social
mechanisms for protection and health concerns, workers to receive increased reports at time of
ensuring they are gender-sensitive, inclusive and reopening. If possible, arrange for child protection
age-appropriate adapted for COVID context if case workers/social workers to be present at
necessary. Test communication channels. schools during reopening.
Establish procedures to follow in case of
suspected infection, including guidance for
school staff to discreetly deal with children and
young people/teachers who show symptoms
without creating harm for the individual.
Identify mother-tongue based communication
channels to inform families with members in
high-risk groups (i.e., elderly, persons with chronic
disease) if they may be impacted by an infection
case at school. Protect privacy of persons
suspected to be infected and to use factual
language to avoid stigmatization.
SAFEGUARDING
A commitment to safeguarding children, young 3. Support schools to:
people and adults from any form of abuse and . Refresh their own safeguarding processes
exploitation from staff, volunteers and partners and key messages included in their School
should remain paramount as schools reopen Child Safeguarding/Protection Policies
and supporting projects resume. Ensure child with their teaching and non-teaching staff,
safeguarding policies refer to and reflect gender, with their students, School Management
and that child safeguarding focal points at schools Committees (or PTAs) to re-enforce
are accessible to girls and other marginalised expected behaviours and their school
groups. Refresher sessions to reinforce the reporting and response mechanisms,
importance of safeguarding (and any changes to particularly when schools re-open and staff,
local referral services) at this time are essential. students and parents begin to return to
school.
1. Cash transfer and the delivery of goods to . Refresh and/or designate School Child
support marginalized populations should
Safeguarding Focal Points.
include clear guidance and risk assessment
to avoid exploitation and inappropriate power . Display their School Code of Conduct
dynamics in the identification of the most (including a child-friendly version) outside
vulnerable persons and the delivery of any as well as inside the school buildings so that
form of relief aid. they are still visible when schools are closed.
2. Continue to embed child safeguarding processes
and key messages into all activities where there
is direct contact with children and young people -
and support them to keep themselves safe from
abuse and ensure they know where to report any
concerns they may have.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 9
After Schools Reopen
MONITORING, EVALUATION, ACCOUNTABILITY &
LEARNING
Conduct needs and gender assessment using Refresh or establish accessible, gender and age-
participatory methods friendly accountability and feedback mechanisms
Conduct a rapid needs assessment on the Collect feedback from children and young people,
education, CP/MHPSS, WASH, and H&N needs caregivers and teachers on their experiences of
now that schools have reopened. Assess how school closures and the support they received for
much children and young people continued learning and wellbeing. Use feedback to inform
learning during school closures and what support planning for future disruptions to education.
is needed to return to school.
Provide accountability and feedback mechanisms
Conduct an analysis to identify the specific needs, for the whole school community. Options must
interests, capacities and vulnerabilities of children be available for persons with disabilities, limited
and young people across various categories, such literacy, and for speakers of minority languages.
as sex, age, ethnicity, religion, castes, language, For example (re)establish parent-teacher
disability, socio-economic status, legal status, committees, school student council, youth
among others. Use child participatory methods. clubs school clubs focused on school safety,
anonymous feedback boxes and a transparent
process for opening them and acting on the
feedback.
HEALTH, NUTRITION, & WASH
Ensure that cleaning and disinfection measures are Support safe peer-to-peer and child/ youth-led
effective and regular learning, education and risk communication
activities.
Plan for routine cleaning and disinfection of
school facilities and surroundings especially Build on existing sexual and reproductive health
frequently touched surfaces such as tables, rights education initiatives to address SGBV
doors/door handle, etc. See School Hygiene increases during COVID-19.
COVID-19 Cleaning Instructions (in English or
Increase air flow and ventilation
French).
Open windows or use air conditioning when possible.
Carry out the routine maintenance of WASH
facilities All functional toilets should be open for Consider open-air schooling where feasible.
use and maintained. Ensure the safety of school canteens
Ensure safe water and soap is available at Ensure regular cleaning and disinfection for
accessible, age-appropriate and gender-sensitive canteen facilities and utensils.
hand washing stations.
Consider staggered lunches to ensure physical
Clean and disinfect water tanks regularly. distancing.
Encourage equal sharing of water sourcing and Procure additional bowls and utensils to prevent
cleaning tasks between women and men. sharing or ask children and young people to bring
Educate children and young people about good their own from home. Regularly remind children
hygiene, health, nutrition and menstrual hygiene not to share the same cup or utensils for eating or
drinking.
Ensure hygiene practices, including physical
distancing and alternatives to sharing materials Ensure food vendors and canteen staff to wash
with others, are in place and integrated into hands with soap and clean water before entering
classroom activities. school, before preparing food, and when leaving,
in addition to standard handwashing practices
Share inclusive, accessible, age-appropriate
(i.e., after using the toilet). Encourage male
messages on handwashing and safe sneezing/
shared responsibility for school feeding so
coughing into your elbow in schools regularly
women are not inequitably burdened.
and through various formats (i.e. posters, daily
announcements). Canteens staff should use gloves and disposeSAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 10
of them in a closed waste bin when exposed Use existing referral mechanism and/or
to possible contaminants (i.e., raw materials, community social protection systems to respond
touching the face or body parts, touching money, to needs of students and groups of students at
touching shared surfaces). high risk of chronic absenteeism and dropout.
Set-up of referral mechanisms between schools Ensure teachers in high-risk categories are also
and health centers if suspected cases of monitored and supported and that their rights and
malnutrition arise. entitlements are protected.
Create contingency plans for the distribution of Use daily absence monitoring (with tools such
meals/food baskets in preparation for potential as Waliku) to identify health risks and implement
rapid closure of schools (see WFP/FAO/UNICEF school wide prevention, or individual response
guidance, pages 2-6). activities (see Technical Annex 2).
Monitor absences and implement measures to If a higher than usual absence amongst students
manage or prevent health risks and teachers is noticed, inform health authorities
immediately.
Ensure all students, caregivers and staff
understand that they should “stay at home if Prepare for future school closures due to further
unwell” do not require doctor notes. virus outbreaks:
Use school daily attendance data (student and Sanitize the school before it is closed.
teacher attendance) to compare with attendance Identify most vulnerable children and young
rates before school closures. Identify gaps, for people not included in school feeding
entire schools, for classes, by gender and other programme.
dimensions of discrimination, such as disability,
location (e.g., rural/urban) or language group/ Preposition WASH supplies for households.
ethnicity.
EDUCATION
Prioritize psychosocial support and socio-emotional Prepare for recurring or future school closures
learning activities in the reopening period
Conduct an inclusive, participatory review
Where possible, consider a transition period to update or develop a school’s educational
of two or more days which focuses on continuity plan based on learnings from COVID-19.
reestablishing routines and sharing experiences Consider potential for re-closure and reopening
before starting academic tasks. due to a new COVID-19 wave or other hazards
found in your context (see Technical Annex 5).
Include basic MHPSS or SEL activities into daily
classroom routine (see Technical Annex 5). Share lessons and best practices for educational
continuity with the Ministry of Education and
Encourage caregivers, children and young people
advocate for the development of crisis-sensitive
to support wellbeing with simple exercises (see
education sector plans and multi-hazard
Technical Annex 4).
preparedness plans.
Identify additional learning needs (see Technical
Advocate for increased investment in distance
Annex 3)
learning to prepare for future school closures,
Support teachers to conduct formative including low tech options.
assessments of children’s learning inform
Preposition supplies to support learning at home.
teaching practices and need for additional support
Activate/ reactivate teacher support networks.
According to students needs and national
Consider options to use cash to support teachers
strategies, support students who have missed
during future closures, particularly where home-
out on distance learning or fallen behind during
based learning results in additional expenditures
school closures (i.e. remedial or catch-up classes,
for teachers.
after-school study classes, and/or learning during
summer/winter breaks). Teacher committees can
agree on support strategies.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 11
CHILD PROTECTION & MHPSS
Ensure psychosocial support for children and young Support teachers & other education personnel
people, prioritizing girls and other vulnerable groups on own well-being & stress management (see
(see Technical Annex 4) Technical Annex 5)
Deliver age-appropriate, gender-sensitive, Establish/strengthen teacher support methods
inclusive, accessible messages on psychosocial such as peer-to-peer support groups and coaching
wellbeing and stress prevention. sessions to support and value teachers.
Engage children and young people in seeking Promote regular activities to support teachers’
solutions and developing peer-to-peer support wellbeing.
and awareness activities.
Provide referrals to MHPSS or other specialized
Work with schools to ensure that health and services for teachers as needed.
protection messages are conveyed to children,
Share continuous, clear information on COVID-19
young people and caregivers in a way that
with the whole school community
reassures rather than distresses.
Promote child and youth participation in the
Check which local community-based child
development and dissemination of key health
protection committees are functional to address
and wellbeing messages, including to debunk
child protection issues and make necessary referrals.
stigmatization
Identify children and young people in high
Involve parent-teacher associations, young people
distress and/or with mental health conditions and
and school management committees in delivering
refer them to specialized services. Coordination
these messages to the whole school community.
of MHPSS activities and referrals across
sectors, including Education, CP and Health, is Agree and use non-stigmatizing easily understood
coordinated by MHPSS Technical Working Groups terminology in all information on COVID-19. This
(where they exist) at country level). multilingual COVID-19 Glossary may be useful.
Establish/revitalize the school-based child Prepare for future school closures due to further
protection committee in charge of coordinating virus outbreaks:
with the school administration to regularly identify Identify vulnerable children and young people that
and refer children and young people in need of are at risk of dropping out or that would require
MHPSS services for direct support and/or referral. close support and follow-up from child protection
or other specialized services.
Share information with children and young
people, caregivers and teachers about reporting
and referral procedures for protection cases while
schools are closed (i.e., hotlines, contacts for
community child protection committee)
Public Awareness Messages & Coordination
The sharing of key public health and MHPSS messages at the school level. Consider this 8-page guidance on
has been central to the global COVID-19 response. With pandemic messages if no national guidelines available.
harmonized messages, there is a greater likelihood that For messages related to other natural or every hazards,
all government and civil society actors will use and follow violence or conflict, consult the relevant chapters in this
these messages. If everyone is using the same messages, all-hazards guidance on public awareness messages (in
children and communities will hear the same information English, French, Spanish, Arabic, and Russian).
from multiple sources and will more likely understand and . Establish communication lines with national or
act upon these messages.
subnational education and health authorities, to receive
up-to-date information on national guidelines and to
Clusters or other coordinating groups can play a key role:
acquire authorization to reopen if needed.
. Work with key ministries and other humanitarian
. Consult with children to ensure messages are child-
coordination groups to identify or agree accurate
friendly. Where possible, support children’s participation
public awareness messages and share these widely
in defining the messages.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 12
School-Friendly Safe Back-to-School Checklist
A tool for school management to plan the safe reopening of the school
Steps to take before reopening
Contact local, subnational, or national authorities Ensure transportation to and from school
to receive guidance on: (if pre-existing) meets physical distancing
. School reopening protocols and support requirements.
available (i.e., hygiene materials and PPE) Share-appropriate information on COVID-19
. Support available for attracting additional and good hygiene practices in different
formats in classrooms, hallways, and
teachers in case teachers do not return
canteens so that children and young people
or more are needed to follow physical
with and without disabilities can understand
distancing rules
(i.e., posters, songs)
. Changes to assessments or curriculum as a
Make signs with age-friendly illustrations
result of COVID-19
to show children and young people how to
. Plans to support learners who have enter/exit school and move within the school
fallen behind when school was closed according to physical distancing rules.
(i.e., remedial classes, catch-up classes,
Agree on a distance learning program if
accelerated learning classes, reading clubs,
students will access schools only in turns/
social-emotional learning)
shifts.
Receive authorization of Ministry of Education to
Establish protocols for safe food preparation
reopen school.
and service. Include handwashing, staggering
Clean/disinfect entire school. Use extra care if lunch shifts, sanitizing canteen, training for
school was used as a quarantine facility, health food handling, and sanitizing cookware, plates,
center or for other purposes during school utensils, and cups.
closure.
Establish protocol for teachers and school
Have necessary water and sanitation management when they identify a student
infrastructure available (gender-separated toilets/ or colleague who displays symptoms of
handwashing stations). COVID-19 (i.e. temporary isolation locations in
Have enough hygiene and Personal Protective school, referral to health services).
Equipment (PPE) supplies available: hygiene kits, Establish a system to monitor absenteeism
cleaning materials, disinfectants, soap, hand and drop-out, disaggregated by gender, age
sanitizer, paper towels, masks, gloves, etc. and vulnerability criteria to flag and analyse
Develop daily/weekly cleaning schedule for the an increase in both absenteeism and drop-out
entire school premises. figures.
Train staff on cleaning the school premises as per
Check that child protection referrals
established schedule. procedures are in place to report concerns and
refer children to services.
Train teachers and school management on good
hygiene practices, psychosocial support and
Set up psychosocial support activities for
COVID-19. children and young people, caregivers and
teachers as needed.
Rearrange classrooms, canteen and school to
allow for physical distancing during all activities.
Prepare and distribute distance learning
materials for all age groups and children with
Revise school schedule to allow for physical disabilities, for possible future closures.
distancing. Consider using different entrances
and staggering start/finish times, lunch breaks,
and recess.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 13
Whole school community – children and young Teachers
people, caregivers, teachers and community
Contact all teachers to determine whether
Contact Parent Teacher Association, School
they can return to teaching in the school
Management Committee, or other school
committee and coordinate the back-to-school Organize meeting with all teachers, school
campaign. Invite children d young people and management and other school staff to train
help their opinions to be heard. on reopening protocols.
Inform all caregivers and children and young Establish a system to monitor teacher well-
people on school opening date, time and being once school reopens, including the use
procedures, including drop-off and pick-up. of peer-to-peer support/teachers circles.
Share facts about COVID-19 with children Establish a system to monitor teachers’ health
and young people, caregivers, teachers and and support their access health services if
community to fight stigmatization. needed.
To prepare for school reopening, ask all Continue Teacher Professional Development
caregivers, children and young people: on topics such as:
. Will you return when school reopens? . Provision of remedial education, catch-up
. Do you face any challenges that would classes, accelerated learning
prevent you from returning to school? . Distance and remote teaching
. Can you continue distance learning from . Psychosocial support and social-
home? For how long? emotional learning
. What extra support would you need to return
to school?
To prepare for possible future school closures,
ask teachers, parents and children and young
people:
. What worked well with distance learning?
. What can we do better?
Engage community to prepare the school for
reopening, such as:
. Cleaning school premises and rearranging
classrooms
. Prepare alternative/external spaces as
classrooms to follow physical distancing
rulesSAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 14
Technical Annex 1 - Participatory, inclusive
back-to-school-campaigns
that have been made to the school environment to
WHY do we need a participatory, inclusive back-to-school
make it more welcoming, supportive of marginalized
campaign?
children and young people.
Before COVID-19, a historic 9 out of 10 children attended school
globally. As schools reopen after COVID-19, strong nationally . Provide information on how to refer child protection
led back-to-school campaigns are needed to ensure that this concerns.
progress made on universal access to education is not lost.
Our goal is that no child or young person is left behind and WHO should be involved?
that all children and young people return to school, prioritizing A successful campaign will be led by the national and
girls, refugee and displaced children and youth, children and subnational authorities, affected communities, including children
young people living in conflict, children and young people with and young people and local duty bearers as this promotes local
disabilities and other marginalized groups of children and young ownership of the back-to-school agenda. Community actors
people at risk of drop-out. Special attention should be paid to know their context best and can tailor messaging to be culturally
ensuring that children and young people do not drop out due appropriate; identify the most popular information points (i.e.
to discrimination because of lack of space and challenges of markets, religious centers), the most accessible languages and
applying physical distancing. media channels (i.e. radio, newspapers, Whatsapp) for sharing
back-to-school messaging; and identify which children and
WHAT are the key messages? young people in their community are most at risk of not returning
The key messages in the back-to-school campaign must be to school and find community-based solutions to support their
child-friendly, age-appropriate, accessible to and inclusive of return. Use a whole school approach by inviting participants
persons with disabilities and available in the relevant local from across the socio-ecological model (i.e., children and young
languages. Remember to share messages through different people, caregivers, teachers/school administration, community
modalities to help reach all audiences (i.e. loudspeaker/radio/ leaders and local duty bearers). Encourage inclusion by inviting
TV for those with hearing difficulties, posters with images and local committees or civil society organizations who specialize in
simple text for those less literate). If there is a national back-to- disability rights, girls’ education, etc.
school campaign, use the following messages and link to the
national campaign plans where possible. HOW can children and young people participate in a safe,
. Facts about school reopening: Reopening date; any steps meaningful way?
Children and young people can play an important role in their
that caregivers/children and young people must take to
local back-to-school campaign. They understand the issues that
prepare for reopening.
are most affecting them, which can help in targeting messaging
. Steps school is taking to be a safe space: Disinfection; and modality (e.g. social media, community theater, song,
physical distancing rules; procedures for health checks; etc. peer-to-peer advocacy at sports practice/play dates). Children
. Facts about COVID-19: How COVID-19 spreads; how to and young people can also help identify classmates or others
protect yourself from COVID-19. who have not returned to school. Remember to adhere to the 9
principles of child participation (in English & Spanish).
. Debunk stigmatization: Address stereotypes or superstitions
about persons who have been infected by COVID-19 or who
Children as “back-to-school” agents of change!
are assumed to have been infected (i.e. health workers,
family members of those infected, certain ethnicities).
In Indonesia after the Central Sulawesi earthquake,
. All children and young people, including most marginalized,
Save the Children organized children’s performances
should be able to return:
(i.e., parade, drama) to reassure that the situation
. Target messages to encourage girls, refugee and was now safe for children to return to school. These
displaced children and youth, children and young performances highlighted what steps had been
people with disabilities, and other marginalized groups taken to rehabilitate the school and what MHPSS
to attend. support would be available. Child performances
. Deliver accessible messages in various languages and also highlighted the main issues impacting student
attendance and wellbeing. This contributed to the
formats (radio/loudspeaker, handouts, illustrations,
advocacy targeting duty bearers to invest in Safe
etc.).
Schools programming.
. Include information resources are available to support
children’s and young people’s return to school (i.e.
CASH, support services, school feeding, additional
training teachers have received). Highlight any changesSAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 15
Technical Annex 2 - Absence Management
Systems
Epidemics that lead to school closures create system to be updated. Local coordination mechanisms
new barriers to accessing education that make and/or local government bodies may need support
children’s return to school more difficult. This is especially in managing and analyzing student enrollment and
true for marginalized children and young people such attendance data – capturing those who have not
as children and young people with disabilities, girls re-enrolled and those whose absence is shown on
and children and young people in conflict or crisis attendance records, on a daily or weekly basis to ensure
contexts. As schools reopen or start a new academic all children and young people, particularly the most
year, it is vital schools have the necessary tools to marginalized, receive the support needed to return to
monitor students’ return. Tracking students’ attendance and stay in school. Having this information at the local
and absence in order to better inform programmatic level can more readily support program decision making,
decisions, notably around child protection and health, will interagency coordination and community engagement.
help to mitigate the negative impact of COVID-19 school
closures.
Information on re-enrollment will be available through
national Education Management Information Systems
(EMIS), though it may take some time for this national
This chart outlines 2 programming options:
Programming Frequency
Option & Resource of Data
Contact Requirements Collection Description
Waliku Smart phone for Daily . Teachers record attendance daily and follow up with children absent
teachers for more than 3 consecutive days through a task-list every day/week
Access to data/ . Disaggregation by gender, disability and/or other criteria as defined
airtime
locally
. Individual students can be tracked
. System records causes of absenteeism, which can be integrated
with health and protection monitoring and response teams
. School principals meet with teachers weekly/monthly to review
absenteeism on dashboards and respond with school-wide
education, health, protection messages/activities/policies
UNICEF - Edu- SMS phone Weekly . A series of SMS are sent to head teachers or community education
Trac, which for only head committees requesting:
uses Rapid teacher and/ . Weekly gross attendance of boys/girls (disaggregated)
Pro or TextIt or all teachers . Weekly gross attendance of children with disabilities (or other
SMS technol- or community
disaggregation as defined)
ogy education com-
. Weekly gross attendance of male/female teachers
mittees
(disaggregated)
. Weekly cumulative attendance of teachers
. School head teacher or community education committees will
receive an SMS from system, in real time, sharing a brief analysis of
the information shared
. Individual students can NOT be tracked, this system provides
overarching school attendance/absence trends to inform school-
wide education, health, protection messages/activities/policies
Monthly . A series of SMS are sent to head Teacher requesting # of functional
WASH facilities to aggregate WASH needs in a select area (or other
disaggregation as defined)SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 16
Technical Annex 3 - Enable teachers in the
transition back to school
When planning for the return to school, special What Do Teachers Need To Know?
attention must be paid to teachers who play a key role To support the back-to-school process and ensure
in supporting the wellbeing and development of their its safety and effectiveness, teachers’ capacities and
learners. Teachers must be prepared to support the knowledge should be strengthened around:
social and emotional learning of their students, provide . COVID-19 and its implications for children, young
them with the necessary psychological first aid and
people and teachers: This TPD guidance provides
implement the necessary measures for a safe return to
say-do activities for small groups of teachers (max
school (e.g., physical distancing, hygiene measures).
10) related to COVID-19. This self-study booklet
Moreover, teachers’ own wellbeing cannot be neglected.
can accompany the TPD module or be used as a
COVID-19 has impacted teachers, their families and their
standalone tool. It is important that teachers are
communities in multiple ways and many experience
familiar with COVID-19 so that they can understand
increased stress as a result of school closures and
the rumors and misinformation and stigma that exist
reopening. Work to reopen schools should be done in
in the community and how this can have a negative
partnership with teachers and teacher unions, building on
impact on certain groups of children and young
trust in the professionalism and pedagogical practice of
people.
teachers and other education personnel. See the Teacher
. COVID-19 prevention with specific hygiene, hand
Task Force Call to Action here.
washing and physical distancing measures:
What Can Be Done To Support Teachers? Teachers have a key role to play in the dissemination
Teachers need to be supported and receive adequate and respect of these practices. They must master
information on how they can contribute to a safe return to and model them to help children and young people
school for themselves and all learners. An investment in stay safe.
teacher wellbeing during the reopening phase will result in . Social exclusion linked to COVID-19 stigmatization,
long-term benefits, as teachers can act as community ‘thought including how to prevent and respond to
leaders’, ensuring safety, health and education continuity. stigmatization.
. Social & Emotional Learning and MHPSS: These
Ideas for supporting teacher wellbeing include: Children’s Activities can be adapted for COVID-19.
. Teachers peer networks that allow teachers to share If SEL can be integrated into the curriculum, see the
their experiences, develop solutions collectively and World Bank’s age-appropriate SEL curricula. See
strengthen their motivation and wellbeing. Technical Annex 4 for specific MHPSS activities for
children.
. Support from school leaders and education officials
. Identifying & Reporting Protection Concerns: As
who play a critical role in ensuring teachers are
connected and supported. These officials can refer schools reopen, teachers should be prepared to
teachers to necessary resources and provide basic identify child protection risks and referral pathways,
psychosocial support by listening to their concerns including SGBV given the unique needs of girls after
and encouraging/praising them. COVID-19. This TPD guidance and slide deck on the
three principles of psychological first aid tailored to
. Communication mechanisms that are familiar (such
teachers:
as SMS, Whatsapp etc) to ensure that teachers
. Look: Identify children and young people showing
receive clear, continuous information about the
status of COVID-19 and school and national action signs of distress
plans to respond to the virus. . Listen: Communicate sensitively with a child or
. MHPSS for teachers such as training on wellbeing young person in distress
and stress management. . Link: Refer a child or young person to support
. Compliance with government guidelines on health services they may need
and welfare of essential workers, including teachers
and other education personnel. Where teachers are
at particular risk or contract COVID-19, they should
be supported to remain at home until fully recovered
and able to safely return to school.
. Specific support for female teachers such as child-
care or transportation may be needed.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 17
How Should Teaching And Pedagogy Change?
Returning to teaching in the classroom might feel
challenging in the context of COVID-19 and weeks of
interrupted schooling. There are also opportunities to
improve teaching and learning practices:
Plan:
Start by planning activities and lessons that focus on
wellbeing and practicing the new school routine and
rules.
Even if there is pressure to catch-up lost school time,
make time for safe relaxation, play, arts, music, dance
and games. These all help academic learning.
Plan lessons which allow students to do their work
independently due to physical distancing rules.
Assess:
Expect that children and young people will have
forgotten skills and knowledge while schools were
closed. Reassure children and young people that this
will be the case for everyone and that you will work
together to catch-up.
Assess what students are able to remember and adapt
the level of the learning content. Identify key areas of
knowledge that students need to practice and provide
them with constructive feedback.
Adapt:
Individual children and young people will have had
very different experiences of the school closures,
so it will be necessary to adapt teaching to meet
their individual needs.
There may be high levels of absent students,
particularly in the first weeks of reopening, so
adapt lesson plans and do not expect to be able
to build on learning from one lesson to the next at
first.SAFE BACK TO SCHOOL: A PRACTITIONER’S GUIDE 18
Technical Annex 4 - MHPSS for children as
schools reopen
When schools reopen, mental health and psychosocial . Reassure children and young people about safety
support (MHPSS) is essential to ensure a positive, safe measures in place to keep students and teachers
transition. Children and young people may feel nervous or healthy.
reluctant to return to school, especially if they have been . Encourage children and young people to be agents
at home for months. Some might be concerned because of change. They can also help prevent germs
they were unable to learn at home and therefore aware spreading by washing their hands with soap and
that they may have fallen behind their peers. They may coughing and sneezing into their arm.
experience stress or anxiety if they fear losing a loved one . Prepare children and young people that schools
or have lost a family member or peer. In this transition
may need to close again if more people get sick.
period, caregivers play an important role in supporting
Reassure them that if schools close again it is
children’s and young people’s MHPSS, and children and
so that our communities stay safe and healthy.
young people themselves can actively support their own
Continue to remind them that learning can happen
wellbeing and support their peers too.
anywhere - at school and at home.
. Tell children you will continue to support their
What Can Parents & Caregivers Do?
Just as parents and caregivers supported children’s learning even after they return to school.
and young people’s transition to being at home during What Can Children And Young People Do?
COVID-19, they can help prepare children and young people . Create child-friendly information on MHPSS,
to feel safe and ready to return to school. The MHPSS including materials that are inclusive and accessible
activities they have practiced at home during school (i.e., illustrations, audio/video messages, different
closures can be continued to support a smooth transition. languages).
. MHPSS activities during school closures (see pages . Identify child-friendly communication channels
4-6 in English, French, Spanish, Arabic, & Swahili) and share their MHPSS messages. Ensure channels
. Child-friendly stressbusters (in English & Spanish) chosen are inclusive (i.e., do not exclude children
without internet access, different languages) and
. Parenting without Violence activities (see green text
accessible (i.e., different print and audiovisual
here) formats).
. Support peer-to-peer dialogue about returning to
When official reopening of schools is confirmed,
school. Create a safe space for children to discuss
caregivers can share key messages to help keep children
fears, problems and challenges related to returning
and young people safe and well:
to school and help find solutions.
. Share information with children and young people . Explore how children and young people can be
on when and how school reopening will happen. Use agents of change in the reopening process. Define
different formats to communicate (i.e. drawings, which issues that children prioritize and which
songs) to ensure the keys messages are understood. advocacy or awareness-raising actions children can
. Remind children and young people of positive lead. Children can play a leading role in the safe
reasons to return to school. They will be able to play back-to-school campaign (see Technical Annex 1).
with their friends, see their teachers and continue . Participate in decision-making processes during
learning new things. Remind them key people at reopening, with appropriate support from adults as
school they can reach out to for support. needed.
. Ask children and young people how they feel about
going back to school. Reassure children that all MHPSS Coordination: Where they exist, engage in the
feelings are normal. National Level MHPSS Technical Working Groups to
. Take the time to comfort your child and respond to facilitate coordination of MHPSS activities across sectors,
their needs. No matter how unrealistic their fears including Education, CP and Health.
may sound, remember their feelings are real and
frightening to your child.
. Help your child understand their emotions. Say
things like “you seem really sad today” or “I can see
you are frustrated” to help them begin to label their
own feelings.You can also read
