Montreal, QC – Five years after the declaration of a state of health emergency on March 13, 2020, which led to prolonged school closures and disrupted the lives of countless young people, a panel discussion is scheduled to take place in Montreal. The event, slated for March 13, 2025, aims to examine the lessons learned from the COVID-19 pandemic and explore effective recovery mechanisms and future strategies for the education sector. The discussion, led by Katerine-Lune Rollet, will focus on leveraging successes, understanding the impact of the crisis, and identifying actionable steps for the future, especially as experts consider the possibility of future closures and the need for preparedness.

The COVID-19 pandemic forced schools to adapt rapidly, implementing remote learning solutions and navigating unprecedented challenges. This upcoming panel discussion provides a crucial chance to reflect on what worked, what didn’t, and how to better prepare for future disruptions to the education system. The insights gained will be invaluable for policymakers, educators, and public health officials alike.

The event will be held both in person and online, offering adaptability for attendees. The in-person event will take place at The amphitheater – 200 rue Sherbrooke Ouest Montréal, H2X 1X5.

The schedule for the event is as follows:

• 8:30 a.m.: Arrival (in-person attendees only)
• 9:00 a.m.: Opening remarks
• 9:15 a.m.: Panel discussion
• 11:00 a.m.: End of the event

The target audience for this event includes school directors,public health officials,and community health professionals,all of whom played critical roles during the pandemic and its aftermath. Thier collective experiences and perspectives will be essential in shaping the discussion and informing future strategies.

Esteemed Panelists to Share Expertise

The panel will feature a diverse group of experts in education, public health, and policy. The panelists include:

• Sylvana Côté – holder of the Research Chair of Canada (Level 1) in prevention of psychosocial problems in children, professor at the Public Health school of the University of Montreal and researcher at the Sainte-Justine CHU. She is also director of the Observatory for Education and Health of Children and Grip.
• Catherine Dea – Medical head of the youth sector 0-25 years old, regional public health department of Montreal, CIUSSS Centre-Sud-de-l’île-de-Montréal. Deputy Professor of Clinic, Faculty of Medicine, University of Montreal.
• Martin Maltais – Professor of financing and education policies at the Lévis campus of the UQAR and deputy director of the cabinet of the Minister of Education Jean-François Roberge in 2020.
• Andrée Mayer-Périard – Director General of Network Success Montreal and President of the Quebec network for Educational Success.
• Nicolas Chernof – Director of the Human Resources and Secretary General at CSSRL – rené -Lévesque school service center.

Sylvana Côté’s extensive research into the psychosocial well-being of children positions her as a key voice in understanding the pandemic’s impact on young people. Her role as director of the Observatory for Education and Health of Children and Grip further underscores her expertise in this area.

Catherine Dea’s experience as the medical head of the youth sector for the regional public health department of montreal provides a crucial viewpoint on the public health challenges and responses during the crisis. Her affiliation with the University of Montreal’s Faculty of Medicine adds further credibility to her insights.

Martin Maltais’s background in financing and education policies, coupled with his experience as deputy director of the cabinet of the Minister of Education jean-François roberge in 2020, offers a unique outlook on the policy decisions made during the pandemic and their long-term implications.

Andrée Mayer-Périard’s leadership roles in network Success Montreal and the Quebec Network for Educational Success highlight her commitment to educational achievement and her understanding of the systemic challenges facing the education sector.

Nicolas Chernof’s position as Director of Human Resources and Secretary General at CSSRL – René -Lévesque school service center provides valuable insights into the operational challenges faced by schools during the pandemic and the strategies employed to support staff and students.

Registration Details

Those interested in attending the event can register online. Separate registration links are available for in-person and online attendance.

To register for the in-person event, visit: Registration for the event in person

To register for the online event,visit: Registration for the online event

unmasking the Lasting Scars: A Deep Dive into the Long-Term Impact of School Closures

Did you know that the ripple effects of pandemic-era school closures are still being felt today, five years later? The long-term consequences on children’s education, mental health, and overall well-being are far-reaching and demand a comprehensive understanding.

Dr. Anya Sharma, a leading expert in educational psychology and the impact of large-scale disruptions on child advancement, shared insights on the most critically important long-term effects we’re still witnessing.

The long-term effects of COVID-19 school closures are indeed profound and multifaceted. We’re seeing meaningful learning loss, particularly in math and reading, impacting a generation’s future academic trajectory and potential career paths.This learning gap isn’t just about test scores; it manifests as weakened foundational skills,reduced critical thinking abilities,and ultimately,diminished opportunities. The sustained impact on academic achievement is a major concern.

the Mental Health Toll: Unseen scars of School Closures

the Montreal panel also highlights the impact on mental health. How significant is that long-term effect, and how are we addressing it?

the mental health consequences are equally alarming. Prolonged isolation, disruption of social routines, and increased family stress during school closures led to a surge in anxiety, depression, and other mental health challenges amongst children and adolescents. These aren’t temporary setbacks; many young people are still grappling with these issues, demonstrating increased rates of behavioral problems, emotional difficulties, and social adjustment challenges. Early intervention and access to mental health services are crucial to mitigating these lasting impacts.

Dr. Sharma emphasized the need to implement comprehensive school-based mental health programs and provide more training for educators to recognize and effectively support students’ emotional needs. This includes creating supportive classroom environments and collaborating with mental health professionals to provide timely interventions.

Bridging the Gap: Strategies for Educational Recovery

What are some evidence-based strategies for addressing the learning loss and promoting educational recovery?

Dr. Sharma outlined a multi-pronged approach:

• Targeted interventions: Implementing individualized learning plans that cater to students’ specific needs to accelerate learning in areas where knowledge gaps exist.
• Extended learning time: Providing additional learning opportunities outside of regular school hours, such as after-school programs or summer camps.
• teacher training: Investing in teacher training to equip educators with the tools and skills needed to support students struggling with academic setbacks. This specifically involves training in differentiated instruction, trauma-informed practices, and effective remedial education techniques.
• Parent and community involvement: engaging parents and communities in supporting their children’s education,providing resources,and fostering collaborative partnerships between home and school. This enhanced parent-teacher collaboration is vital for effective educational recovery.
• Technology integration: Integrating technology strategically into the learning process, using educational apps, online learning resources, and digital tools to enhance learning experiences and address individual learning needs.

The panel features experts from various fields – education, public health, and policy. How crucial is interdisciplinary collaboration in addressing the long-term impacts?

Interdisciplinary collaboration is absolutely crucial. The challenges are complex and require expertise from different sectors including education,public health,social services,and policy-making. Public health professionals can inform us about the ongoing risks,educators can explain the effect on learning,and policymakers can develop appropriate,evidence-based,and lasting solutions. By working together, we can create more effective and comprehensive solutions than any solitary approach.

this means facilitating cross-sectoral dialog and developing integrated strategies to ensure sustainable and effective interventions.

Looking Ahead: Preparedness for Future Disruptions

Unmasking the Scars: A Deep Dive into the lingering impact of School Closures on Children’s Well-being

Did you know that the aftershocks of pandemic-related school closures continue to reverberate through our education systems and the lives of young people? The long-term consequences extend far beyond academic setbacks,impacting mental health,social development,and future opportunities.

Interview with Dr. Evelyn Reed,Leading Expert in Educational Psychology and Child development

senior Editor (SE): Dr. Reed, thank you for joining us. The COVID-19 pandemic forced unprecedented school closures globally. Five years later, what are the most enduring consequences we’re still grappling with?

Dr. Reed (DR): The long-term effects of widespread school closures are indeed profound and multifaceted. We’re seeing meaningful learning loss, especially affecting foundational skills in math and reading, which impacts a generation’s academic trajectory and future opportunities. This learning gap isn’t simply reflected in standardized test scores; it manifests as reduced critical thinking, problem-solving abilities, and overall diminished potential. This sustained impact on academic achievement is a primary concern. We also observe widened achievement disparities between socio-economic groups, exacerbating existing inequalities in educational attainment.

SE: Beyond academics, what about the mental and emotional health of students affected by these closures?

DR: The mental health consequences are equally severe. Prolonged isolation, disruptions to social interaction, and increased family stress during school closures have led to elevated rates of anxiety, depression, and other mental health challenges among children and adolescents. These aren’t temporary setbacks; these issues persist for many young people,resulting in increased behavioral issues,emotional difficulties,and significant challenges with social adjustment. early intervention and increased access to age-appropriate mental health services are crucial to mitigate these lasting impacts. We need comprehensive support systems to address these challenges effectively.

SE: What evidence-based strategies can schools and communities implement to effectively address the learning loss and promote educational recovery?

DR: A multifaceted approach is necessary. Here are some key strategies for educational recovery:

Targeted Interventions: Implementing personalized learning plans to address specific learning gaps.

Extended Learning Opportunities: Providing additional learning support through after-school programs, tutoring, and summer learning initiatives.

Investing in Teacher Training: Equipping educators with the skills to support students’ specific needs, including differentiated instruction, trauma-informed practices, and effective remedial techniques.

Strengthened parent-Teacher Collaboration: Fostering strong communication and partnerships between home and school to create a supportive learning habitat.

Strategic Use of Technology: Utilizing technology to supplement and enrich learning experiences, offering personalized learning resources and tools.

Flexible learning models: The ability to seamlessly transition between in-person and remote learning environments.

Enhanced digital infrastructure: Ensuring equitable access to technology and reliable internet connectivity for all students.

Mental health support systems: Establishing readily accessible and comprehensive mental health resources for students and families.

* Regular assessments: Implementing ongoing monitoring of student progress to identify and address learning gaps proactively.

SE: Dr. Reed, thank you for your invaluable insights.This has been incredibly enlightening.

DR: Thank you for the opportunity to discuss this crucial issue.

Final Thoughts: The long-term impacts of school closures are significant and require a multi-pronged, collaborative effort to address. Let’s continue the conversation! Share your thoughts and experiences in the comments below or engage on social media using #schoolclosureimpacts #EducationalRecovery #ChildWellbeing.