Surviving COVID-19: Residential schools find ways to weather the pandemic
When life came to a virtual halt in March 2020, thanks to COVID-19, residential schools faced daunting challenges that required quick action, creative thinking, and fortitude.
According to Elizabeth D.R. Becker, Esq., executive director, Massachusetts Association of Approved Special Education Schools (MAAPS), the virus was the “hardest thing we have faced.” She pointed out that the population residential schools serve necessitates close proximity and, very often, one-on-one contact; keeping staff and students safe brought about several changes.
Early in the pandemic, residential schools provided staff with personal protective equipment (PPE) and training in how to don and remove the masks, gowns, and other gear. At the same time, these schools continued deep cleaning protocols. “It’s shocking how much they had to do to operate the schools,” Becker said. “Basically, we were like a health care facility. We created quarantine units and on campus we learned how to separate students who couldn’t mask.”
Furthermore, residential schools campaigned for the vaccine and, as part of the congregate care contingent, did a fair amount of testing, Becker said. “We put a lot of public health protocols in place.”
Rita M. Gardner, MPH, LABA, BCBA, president/CEO, Melmark
Rita M. Gardner, MPH, LABA, BCBA, president/CEO, Melmark, applauded MAAPS, typically known for its advocacy, for offering significant technical support during the pandemic.
Gardner pointed out that guidance from federal and state authorities was delayed so Melmark had to quickly develop a strategy to mitigate adverse effects. “We started cohorting to reduce contract tracing. We also did a lot of infectious disease things,” she said. All surfaces became contactless and Melmark installed air purifiers. By April 4, 2020, Melmark schools had provided full PPE for 1,300 employees.
Melmark employees had an advantage over some other schools since all staff had undergone intense safety skills training pre-pandemic and became one of the first immunization providers.
Before the vaccine was approved, Melmark launched a vaccine education program to address employees’ concerns. “We conducted fifteen public health town halls regarding how mRNA was developed. We gave details on how the vaccine works and its ingredients in layman language,” said Gardner.
Gardner reported that Melmark’s quick and effective response to the pandemic drew the attention of the Boston University School of Public Health, which awarded the organization more than $25 million.
Ivy Chong, PhD, BCBA-D, MBA, senior vice president of Children’s Services at the May Institute.
Ivy Chong, PhD, BCBA-D, MBA, senior vice president of Children’s Services at the May Institute, reported that her school quickly shifted to remote therapy, although residential schools continued face-to-face learning. Day and residential programs shifted to a partial cohort model where students from each population did not cross paths. Currently, all students, with few exceptions, are back in the building, she noted.
Masks are still part of the daily dress code, especially for congregant care. “Where students can tolerate it, they wear masks,” Chong said.
Most of the protocol modifications took place in terms of teaching, according to Chong. “We are using more software and apps to be creative. We have purchased additional technical equipment.” Remote sessions and telehealth were fairly new platforms for staff at the May Institute. “We had dabbled a little, but full remote and Zoom meetings take getting used to,” Chong said.
Teacher comfort level was tracked through a dashboard that asked various questions, Chong reported. Ratings went up or down as cases in the state fluctuated.
Operational changes at the May Institute revolved around sanitizing measures. “We hired a cleaning crew and teachers also helped clean the school. We had to create a new isolation room. We did temperature checks and collected data before the vaccine was available. Additional policy and procedures address different levels of exposure and symptoms,” Chong said. “We are trying to be cautious but not overly restrictive. This has been very different for families to go from consistent support to limited support.”
The May Institute spent well over $1 million to implement all these changes, according to Chong.
What has been most disruptive for students is switching back and forth as the virus recedes and then returns. “The unpredictability of the situation is a challenge,” said Chong. “Students are used to routine. They can’t control their fear of becoming ill. The global pandemic is causing exhaustion. We’d love to have a crystal ball to predict when there will be a completely new normal. We innovate constantly and want to improve quality of life.”
Safe schooling continues to be a challenge, Chong said. “We’re cautiously optimistic of what the new year will bring.”
Phillip Ekberg, MEd, principal at Wayside Academy.
Phillip Ekberg, MEd, principal at Wayside Academy, noted that students were not exposed to each other but kept in separate cohorts in the early days of the pandemic. The school executed thoughtful classroom practices to minimize risk to staff and students and provided academic and emotional support, he added.
When the school year resumed in September, the students returned to a different environment. “All items had been removed from the classroom. Bookshelves and cabinets were gone,” said Ekberg. “With COVID funding, we bought podiums with storage and a white board on the front. They are mobile and smaller than a teacher’s desk, but compact. This makes it easier to maintain six-feet distance.”
Additionally, Wayside eliminated communal spaces, installed air purifiers in the classrooms and meeting spaces and used outdoors rather than the gym for exercise class, according to Ekberg.
During the height of the pandemic, communication became the foremost goal. Wayside teachers became “tech experts,” facilitating virtual classes with students and weekly meetings with parents, according to Ekberg.
Wayside also adopted transportation protocols for day students to maintain safety. “[Students] waited for us to wave them in and we made sure they were masked and sanitized,” Ekberg said. “As much as possible, the treatment setting is dedicated to kids living here or at home. We are maintaining integrity, doing anything in the interest of not damaging the important work of supporting kids. Students are looking for reassurance and emotional support.”
Becker believes there will be an increase in special education students post-pandemic. She hopes that “things will level out” and is looking to create a five-year plan. “It will take time to address all the needs of students. We’ve seen the benefits to in-person education.”