Key points
As this is a longish post – perhaps a 10-minute read – here are the main takeaways:
- Children are much less likely to become seriously ill from Covid-19 than adults, and appear less likely to become infected.
- Unlike with influenza, it appears that children are not more likely than adults to spread the disease, and may be significantly less likely.
- There are good grounds for thinking that outdoor environments present a low risk of infection compared to indoor ones, especially where the time spent in close proximity to other people is short.
- Pandemic control measures are likely to lead to significant collateral damage to children, with the most vulnerable and disadvantaged children worst affected.
- Government, local authorities and other public agencies should take a balanced approach to supporting children through the pandemic. They should:
- Encourage schools and child care centres to take learning activities outdoors, prioritising play and breaks, and maximize outdoor play time, as they reopen.
- Open all remaining closed parks, review the closure of playgrounds, and take a supportive approach to the oversight of children’s play and socialising in public space.
- Address the circumstances of disadvantaged children as a matter of urgency.
- Prioritise children’s active travel to school, to help reduce peak hours congestion.
- Closely monitor emerging evidence, especially from countries that have relevant experience of relaxing measures.
- Encourage the public to engage with and understand the evidence base, and keep them informed as it grows.
Introduction
The government’s plans for relaxing the lockdown, including greater freedom to spend time outside, and the possible re-opening of schools, have unsurprisingly generated huge debate. At the same time, evidence is growing on how Covid-19 affects children, and of children’s role in the spread of the disease. This post shares my take on that evidence base and its implications.
The post starts with a summary of the clinical and epidemiological evidence base. It then looks at the collateral damage to children of the pandemic control measures. It closes with implications for policy and practice, with a particular focus on children’s play and mobility.
Once you leave the classroom, things change. You have less control. Children have more space, literally and metaphorically. So there is a shift in responsibilities. And this can feel frightening.
Rethinking Childhood 