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Key Takeaways Students benefit from in-person learning, and safely returning to in-person instruction in the fall 2021 is a priority. Vaccination is currently the leading public health prevention strategy to end the COVID-19 pandemic. Promoting vaccination can help schools safely return to in-person learning as well as extracurricular activities and sports. Masks should be worn indoors by all individuals (age 2 and older) who are not fully vaccinated. Consistent and correct mask use by people who are not fully vaccinated is especially important indoors and in crowded settings, when physical distancing cannot be maintained. CDC recommends schools maintain at least 3 feet of physical distance between students within classrooms, combined with indoor mask wearing by people who are not fully vaccinated, to reduce transmission risk. When it is not possible to maintain a physical distance of at least 3 feet, such as when schools cannot fully re-open while maintaining these distances, it is especially important to layer multiple other prevention strategies, such as indoor masking. Screening testing, ventilation, handwashing and respiratory etiquette, staying home when sick and getting tested, contact tracing in combination with quarantine and isolation, and cleaning and disinfection are also important layers of prevention to keep schools safe. Students, teachers, and staff should stay home when they have signs of any infectious illness and be referred to their healthcare provider for testing and care. Many schools serve children under the age of 12 who are not eligible for vaccination at this time. Therefore, this guidance emphasizes implementing layered prevention strategies (e.g., using multiple prevention strategies together consistently) to protect people who are not fully vaccinated, including students, teachers, staff, and other members of their households. COVID-19 prevention strategies remain critical to protect people, including students, teachers, and staff, who are not fully vaccinated, especially in areas of moderate-to-high community transmission levels. Localities should monitor community transmission, vaccination coverage, screening testing, and occurrence of outbreaks to guide decisions on the level of layered prevention strategies (e.g., physical distancing, screening testing). For more information and details, please visit the CDC Website at https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html?utm_campaign=June%2FJuly Brand Recognition&utm_medium=email&_hsmi=140164645&_hsenc=p2ANqtz-_Wk4u-QrSo37Hs04UeQaHofqTTlrT3-xaqJB48MJlA7okdWwENGAO7cKJcifhBJNy5OrFABmn6uBEUcfISlvoSYMgxYCCUXrkkAUHJT-cMD-ceNp4&utm_content=140164645&utm_source=hs_email

As part of our recent Webinar Series - Returning to Normal in COVID Times at International Schools – Kevin Lloyd of The School Collaborative held a discussion with Ben Cooper of World Travel Protection to address a variety of concepts on how schools can support student travel, trips and events, including: Duty of Care for schools Insurance and supporting resources Risk assessments Awareness of changing environments during travel Communications Bus travel Our panel included: Ben Cooper – International Travel Risk Management Expert – World Travel Protection Kevin Lloyd – Founder – Together School Overview During the pandemic international schools are all in the same storm, albeit in different boats – as such to help us navigate, sessions such as this hosted by The School Collaborative can help to share and learn. International trips and events with schools from other locations are a main part of the experience attending an international school. Since the start of the pandemic, these have all come to a halt and most schools are expecting a return of these experiences before the winter of 2021/22. CONSIDERATIONS Risk Assessment for International Trips Unlike a local or domestic trip, where many of the risks can be easily identified and planned for, international trips have many more uncertainties. Many resources exist that schools can draw upon; however, these are fragmented, require a proactive effort, and require interpretation to effectively assess and plan to mitigate risks. Controlled or uncontrolled environments: When sending students on a school trip, it is important to consider whether the environment that your students and staff will be in is controlled or uncontrolled as this will impact your overall assessment. In most cases, the situation will be mixed. For example, there will be an uncontrolled route to a destination, then at the destination they may have a controlled environment, such as a host school or a hotel. Duty of Care Schools have a “Duty of Care” at all times, including whilst on school trips that must be considered. In doing so, schools need to avoid negligence when planning trips. Risk assessment and mitigation are important elements of preparation for these trips. Reasonably foreseeable: Schools need to consider what are the risks specific to the location they’re travelling Reasonably practicable: Schools need to consider what can be reasonably mitigated and what cannot. Schools generally have an obligation to consider the “reasonably foreseeable risks”, to mitigate the “reasonably practicable risks” and finally to understand those that remain. As part of the school’s planning and preparation, they should have tools and processes in place to address issues, especially the unmitigated risks that remain. Resources exist that can provide expertise in planning, preparation and support such as those of World Travel Protection. They can remove a great deal of these concern as well as reduce the time and resources needed from the schools to plan for the trip . Insurance Schools need to have their travel and medical insurances in place, which mitigates most of the financial risk. Your insurance may also provide some support to help manage incidents when they arise at your destination. Rarely, however, does insurance help you before the trip begins. Preparation is a major challenge when travelling into overseas environment, and now more complex than ever with COVID-19 and other related risks that need to be mitigated and monitored. Schools should consider travel risk mitigation solutions that include support for both pre-trip preparation as well as for incidents that occur during the trip and at the destination. These resources with global access to expertise, information, and technology, can help schools to better assess risks, plan travel, and manage trips in ways that mitigates risks and provides support when incidents occur. It also helps to and give parents peace-of-mind and protect the school’s reputation. The impact of COVID-19 COVID-19 has highlighted how fast conditions can change. Regulations, procedures, etc., can change from one day to the next and this has raised concerns as to how schools will handle these challenges on a trip. Although COVID-19 has made schools focus more on the need to prepare, the requirement is really the same now as it has always been. After the pandemic, these same efforts must remain in place too. One significant challenge that COVID-19 has created is that schools are challenged to keep on top of all the information that exists, and this is expected to remain the case for the foreseeable future. Therefore, having a resource available that provides global access to the current local threat and regulations related to COVID-19 is so important for schools. Communications For any trip, schools should have in place an effective means to communicate with all parties in the community. Incidents happen, parents worry and communicating effectively is of paramount importance, especially when children are involved. Social media is fast and students, if they have access to it, will share information that may be harmful to the situation and cause undue stress for those involved. Being able to inform school management, students, staff, and families quickly via official school channels is very important. It builds trust, reassures parents, limits rumours and maintains the trust and reputation of the school. Note that schools should not rely upon social media or tools such as WhatsApp – these tools are not official channels and are not owned by the school, so data and information can get out to people who should not have it. Considerations for bus transportation: Consider how you vet the bus operator, drivers, etc. Plan your journey as much as possible in advance – such as planning stops, bathroom breaks, food breaks, etc. so you’re not stopping at a random location. How are you keeping track of the students on the bus – when they get off / get back on, etc.? Always know the status of your students to be sure you have not lost a child.

Introduction COVID-19 will be with us for the foreseeable future and its impact on international schools will continue. The virus itself is evolving, the science related to the virus, to vaccines, and to testing is also evolving. Although the pandemic is global, mitigation of the impact of the virus needs to be managed at a school and local level. A current understanding of the situation with the virus will enable schools to implement up to date mitigation strategies. These strategies should incorporate vaccinations, screening, process and procedures as well as communications. Our Panel on April 15th included: Dr David Teo – Regional Medical Director, Asia for International SOS Colin Brown – Founder Nex.D, COO Skoolbo, Edtech investor Andrew Duffield, Group Health and Safety Director, International Schools Partnership (ISP) Our expert panel shared insights to help mitigate the impact of COVID-19 at International Schools as a framework. Key points include: Need to be aware of the status of the pandemic in the local community Use of screening tools and procedures will remain an important component A policy on vaccinations will be important, including requirements and verification. Schools need to have a plan to shield their vulnerable / non-vaccinated population Integrated communication strategy is vital to ensure clarity and secure trust at your school You will find further details below on the Mitigation Framework. Background Virus – it continues to evolve New waves can be expected into 2022 Children are increasingly infected and symptomatic 11.2% of cases in USA in 2021 5 Times more likely to be admitted to hospital in India in 2021 50% of children in India in one study had antibodies Mutations Reason for new flu vaccines annually is due to mutations Every 50K cases, going to get a mutation Impact of a mutation can be that the virus: becomes more infectious weakens and coexists with humans like the flu virus kills the virus The mutations of concern those that become more infectious those less susceptible to anti-bodies, making current vaccines less effective Vaccines Vaccine development was very fast and now new candidates are coming very quickly Likely situation is that for the forceable future, boosters are likely necessary None of the vaccines have 100% efficacy You can still catch the virus when vaccinated, however it makes the symptoms less severe Some protection is better than no protection The best vaccine is the vaccine that you can get You will always have a Non-vaccinated population Currently for people 16 and above - By September / October possible down to 11 years of age Testing RT-PCR and RT-LAMP These tests have been around a long time with a demonstrated history PCR tests are relatively slow and do not scale Technology is coming now to automate and bring PCR testing closer to the consumer. LAMP tests are faster and better suited for “point of care” Countries are more likely to rely upon proven tests Rapid tests (Lateral flow tests) All new and have only be tested against COVID-19 Reliability is still now well known Easier to scale Before using these, it is important to understand the viral load within the community. Antibody testing is still evolving, may not effectively address new mutations and as such may not be beneficial nor recognised in your country. Follow local guidance. The evolution of testing is going to help countries to better understand the situation with the virus which may impact how schools address this. Vaccination passports / status certification Standardisation efforts are underway. Many variations of a passport or COVID status certification exist What is official should be based on local regulations Digital is optimal as then this information can be easily verified by the school when needed – trips, use of facilities, bus access, etc. Vaccine Considerations for International Schools A vaccination strategy should be part of your schools Business Continuity Plan. Those eligible for the vaccine should get the vaccine – consider vaccinating or requiring vaccinations for people who will visit your campus, but also consider the laws of your country as preventing access due to not being vaccinated could be considered discrimination – staff, contractors, parents and students that are eligible. Verification of vaccinations may present a challenge due to the International the make-up of the school community – people are coming from various countries with different laws, different vaccines, different tools for verification. Local laws should form the basis and as above consideration needs to be given to local law so that you do not discriminate. Remember to shield those who cannot be vaccinated – health issues, age, etc. Mitigation framework for International Schools Understanding the status Be aware of the country’s situation in terms of the virus. Case levels will impact the benefit of testing and should influence your strategy. Keep informed as to the progress of the pandemic - vaccines, testing, laws and other mitigation tools - these are changing and evolving quickly. Understand and follow local laws and regulations Be aware of and leverage local resources – can increase the tools available to mitigate and lower your costs. Consider use of testing and vaccination centres if they are near by Check what funding might be available to the school from local governments Access local information sources and consider how to share this information with your community (language and comprehension can be a concern). Local resources and authorities - utilise where possible for testing, vaccinations, etc. Recognise your school community is not likely well informed of the local situation and local laws. Although a simple concept, this is very important! Your parents and staff may get their guidance from their home country, their personal network and then share within your community. Understand your countries laws around discrimination (what is permitted in respect of vaccinations etc.) Screening Contact-tracing - utilise tools such as an App or portal to capture information. Who has been on campus, on the school bus, etc., You may need to review this after several days and as such a digital resource is optimal. Self-reporting - your school should require some level of self-reporting. The situation with the virus in the country will help dictate to what level. ie, where high numbers of infections are present, a daily report may be necessary. Where it is low, reporting on travel, etc., may be the priority, Again consider the use of a digital tool such as an App or portal. Testing - follow your local country's guidance on testing as a starting point. A variety of models for testing exist depending on requirements for your school. For reliability, consider PCR or LAMP tests. Pooling of tests is possible. Testing is evolving so remain aware of the progress with testing technology. Temperature screening - Schools have indicated that this has not been overly effective however it is visible and establishes trust. Vaccinations Have a policy on vaccinations and communicate the policy clearly. Consider A vaccination requirement – must meet your local legal requirements and limitations Verification - this will be complex as certification varies from country to country. Local law should be the basis for what you can accept. Shielding Consider who your shielding - your school will always have a vulnerable population (non-vaccinated due to health, age or other limitations) Ongoing barriers should continue to be part of your shielding efforts such as social distancing, masks and hygiene tools Disinfection gates are getting increased attention now and something that the school can consider Integrated Communications An Integrated communications strategy needs to be part of your mitigation strategy - it is the tool you have to create confidence and to ensure clear understanding. Communicate early, often and consistently Should support buy-in and understanding Be positive, encouraging and supportive. Utilise your communications channels appropriately - website, email and a mobile app should all be part of your strategy Website – regulations, process and procedures Email – updates where documentation delivery and archiving are necessary The mobile App should be a key component and be integrated to your varied school tools. We would recommend the use of a School Compact Must be signed by all members of the school community Outlines school policies and regulations including explanations. Be clear about what information is required, what information you will share and where you may be restricted (Privacy). This will instil confidence and support. It will also simplify enforcement For those who participated in the live webinar, due to a technical problem our Chat function was disabled preventing questions from being asked. Please post any questions you may have had on this site and we will respond. Should you wish to get directly in contact with any of our expert resources, contact details are below: International SOS – sin.marketing@internationalsos.com International Schools Partnership – aduffield@ispschools.com Nex.D Partners – colin@nexd.partners Together School – kevin.lloyd@togetherschool.com The actual recording can be found here - Meeting Recording: https://us02web.zoom.us/rec/share/GCIHRZuZ77xWP9B8yB2TS4gec5me2qX8Tb_EkslDpOHYz_q9tdq82JCFptotGGRL.apglMQTYyQG0UTiY

2020-2021 in education has been like no other. Education has seen a huge step change forced upon it over the past year through COVID-19. The education world, by nature, is dynamic however it has been required to flex, adapt, and refine delivery and activities. Here in the UK, alongside our international colleagues, we approach the anniversary of COVID-19 restrictions. Resilience and determination are phrases persistent throughout our daily interactions and the most robust individuals are having to find the positivity to persevere with conviction. Talking to our schools’ community here are some of the emerging trends for 2021: Flexibility in school models and online delivery The education system has seen a significant shift over the past year with glimpses of permanent advancement within our educational community practice. Although there are challenges, digital learning in education has leapt forward at least a decade and it looks as if “learning anytime, anywhere” has staying power. Terms such as blended learning and flipped classroom have been shared across the education community for some time, with varying successful attempts to formally embed them within the school working day. In reality, we witnessed transformational change of our schools to a flexible virtual model overnight requiring investment in both human resource alongside hardware and software. Given the significant time and investment spent, it is difficult to imagine the modules, systems and success stories that have worked well are not here to stay. We have seen a massive shift in teaching delivery models requiring flexibility in the structure of daily school activities. Despite a focus on schools shifting to a virtual environment and the challenges recognised, we are now identifying a large proportion of students who have thrived in these virtual environments. Microlearning There has been frequent debate regarding the need to prepare our learners for future roles that may not exist yet. A growing trend may be the answer to prepare our work force of the future - microlearning. A recent article published by Pearson shared evidence of a decline in our attention spans and reduced ability to process large amounts of information. Microlearning is a series of engaging lessons of a few minutes, with follow up activities to embed the “nugget”. Providing our learners with short bursts of learning has proven to increase retention of information. According to the Journal of Applied Psychology, microlearning makes the transfer of learning 17% more efficient. There is a growing investment in this approach to modern learning and this trend has filtered through to the education environment. Wellbeing of staff and students The pressures of remote teaching, grappling with arrangements to keep learners safe whilst looking after our community’s wellbeing has never been more of a priority. With growing reports of screen fatigue, schools are adapting to give their schools, teachers and pupils a break, flexing their daily school structures and recognising the importance of screen away time. Schools have shared strategies they have implemented to support their community. These include: · Pairing up, buddying and virtual coffee catch ups are encouraged, mutual support networks both with learners and teachers can influence positivity, · Ensuring that dedicated time for educators’ professional development and mental wellness awareness are prioritised. These restorative practices can contribute to wellbeing and resilience, · One school in Hertfordshire, The Knights Templar School recognises the concern for teacher and learner “burnout” and have intentionally built in “a press pause” weekly within their timetabling, one afternoon a week, encouraging parents, learners and teachers to step away from the screen and do something different. Reports of significant learner trauma are on the rise due to being separated from school friends. The repercussions of the pandemic, such as job losses, illnesses and even deaths, will require additional support within the school ecosystems. The importance of wellbeing within the education community with continue to remain a priority for the long term. Bridging the Gap How far our learners have been impacted by the continued COVID-19 academically continues to be assessed. The disruption and support requirement of essential skills recovery for “lost learning” of our children provides a huge challenge. Here in the UK, catch up funding has been identified to support bridging the gap of our disadvantaged learners. Tuition Partners have been allocated funding to provide a robust online individualised home tuition programme alongside state school education. Funded through the UK Governments National Tutoring Programme, it will enable individuals and small group catch up tuition support. It is targeted for pupils who are disadvantaged or struggling through personal circumstances, or lack of academic input during lockdown. You can find out more about one of the Tuition Partners’ support here. Evidence indicates personalised learning support alongside and in collaboration with the traditional school teaching is providing impact to improve student outcomes, indications are bolt on targeted tuition support is here to stay. Twilight Insets Professional Development Flexibility around offering virtual development has filtered into professional development for teachers and leaders. Many traditional whole day staff training on inset days have been disaggregated and replaced by short 90-minute training sessions and are available online and recorded for on demand access. Staff are given flexibility to choose which sessions they need and attend with a commitment to participate in at least four sessions a term. Some schools have also kept the traditional inset days timetabled, building on the “Press Pause” concept to encourage further time to step away from the screen. Engaging staff with an impactful session, with more variety, which can also be implemented in the following weeks, is proving to be a popular solution, and also allows for opportunities for small teams to collaborate. As schools start to emerge from the pandemic and consider what trends are here to stay, we are witnessing an educational ecosystem evolution. Have schools, inadvertently, taken a step away from the structures of yesterday and made a giant leap forward for our future education? As schools embed these trends within their historical structures and systems, has the pandemic given them the capacity to make an impact to future proof their students? Has this been the International Education Communities “Press Pause” to improve student outcomes and school operations for the long term?