By Franklin Schargel
As schools consider reopening, a large portion of the teaching workforce—and many students—could be placed at increased risk from COVID-19. The Centers for Disease Control and Prevention (CDC) report that roughly 29 percent of teachers fall into the most vulnerable age group, over age 55, and that a substantial share of COVID-19 deaths have occurred among people older than 55. An American Enterprise Institute (AEI) analysis noted that in four states at least a quarter of teachers are 55 or older, and more than one quarter of school principals are also in that age range. These figures do not account for educators with underlying health conditions or those who live with high-risk family members. Older adults are more likely to contend with health issues—such as asthma, chronic lung disease, diabetes, kidney disease, severe obesity, or liver disease—that can increase vulnerability to the virus.
The White House has emphasized reopening schools to help reboot the economy and allow parents to return to work. Yet reopening depends on more than political will: the practical realities of staffing classrooms, ensuring safety, and restoring public confidence are complex. A USA Today poll found six in ten parents were likely to keep their children home rather than send them back to school in the fall. The president has expressed a preference for schools to reopen “wherever possible,” but federal authority to mandate school openings is limited; decisions rest primarily with state and local officials. The president also suggested that older teachers—those 60 and above—might temporarily refrain from classroom duties, a position many would understand, but one that raises questions about staffing and equity.
Before reopening, policymakers and education leaders must address several critical challenges and logistical questions:
- Virtual instruction has shown it cannot fully replace in-person learning for many students. Parents, administrators, and political leaders recognize the limitations of remote education.
- Educational resources are unevenly distributed across districts; some schools lack reliable broadband access and sufficient devices to support remote learning or blended models.
- Researchers at Brown University and the University of Virginia have estimated significant learning loss in recent months—potential declines in reading and math progress that will need targeted remediation.
- State and local budgets are strained. Many districts face pressure to reduce staff numbers, salaries, benefits, or future pension promises unless funding gaps are resolved.
- Before the pandemic, most state pension plans were already underfunded. Experts at The Pew Charitable Trusts reported that public pension shortfalls exceeded a trillion dollars nationwide; fiscal stress complicates any effort to expand staffing or replace vulnerable teachers.
- A survey cited by US News found that Philadelphia Federation of Teachers members were reluctant to return if school facilities were not brought up to acceptable safety standards. Many school buildings are aging and lack modern ventilation or adequate climate control, which affects the feasibility of reducing viral transmission indoors.
- Both major teachers’ unions—the American Federation of Teachers (AFT) and the National Education Association (NEA)—have advocated waiting to reopen until testing and contact tracing are more widely available.
- In New York City, the Education Department reported dozens of staff deaths during the pandemic, including teachers and paraprofessionals—an alarming indicator for other districts nationwide.
- Even before COVID-19, many states faced teacher shortages in critical areas such as special education, science, math, technology, and English language instruction. Replacing teachers who are unable or unwilling to return will be difficult.
- Student transportation raises social-distancing challenges: how to safely bring children to school on buses while minimizing exposure?
- Maintaining distance in crowded hallways, gyms, cafeterias, and auditoriums will be difficult. Typical class size limits and school layouts often do not allow the spacing epidemiologists recommend.
- More than half of public school students qualify for free or reduced-price lunch; if cafeterias cannot safely serve large groups, districts must find alternative ways to ensure students receive meals.
- Decisions about grading, credit recovery, promotion, and graduation—how to assess and make up missed learning—require clear policies and consistent practices.
- Younger children present unique challenges: teaching sustained hand-washing, mask use, and social distancing to five- to seven-year-olds is complicated and resource intensive.
- Students with disabilities need individualized plans and supports. Ensuring legally required services while maintaining safety will demand careful planning and additional resources.
As Los Angeles Unified School District Superintendent Austin Beutner observed, the notion of schools being “safely open” can be misleading—risk will not drop to zero until an effective vaccine or universally reliable treatments are widely available. For many teachers, staff, parents, and students, a reopening plan that prioritizes public health will be central to restoring confidence.
Decisions about reopening should be led by safety considerations rather than economic pressure or calendar convenience. Schools should move forward only when public health conditions allow, when testing and contact tracing are robust, and when adequate protections for students, teachers, and staff are in place. That includes clear protocols for daily operations, investments in building ventilation and sanitation, sufficient personal protective equipment, and contingency plans for outbreaks. Only then can families and educators reasonably expect that a return to classrooms will protect the health of children and adults alike.
About the author
Franklin P. Schargel is a former classroom teacher, school counselor, and school administrator who designed and implemented programs that increased parental engagement, boosted post-secondary enrollment, and reduced dropout rates at a Title I high school. His work has been recognized by the U.S. Department of Education, BusinessWeek, Fortune, NPR, PBS, and The New York Times. Schargel chaired the Education Division of the American Society for Quality and contributed to development of the Malcolm Baldrige National Quality Award criteria for education.
Schargel is an international speaker, trainer, and author of thirteen books, including Creating Safe Schools: A Guide for School Leaders, Classroom Teachers, Counselors, and Parents. He has published more than 100 articles on school reform and is a regular contributor to the Learning Counsel.