28 November 2024 : The Hindu Editorial Analysis

1. Schooling in India in times of poor air quality

(Source – The Hindu, International Edition – Page No. – 8)

Topic: GS2 – Social Justice – Education, GS3 – Environment

Context

Delhi schools were asked to switch to online mode under the Graded Response Action Plan (GRAP) due to worsening air quality. The decision raises concerns about its effectiveness, as indoor and outdoor air quality are comparable for most children. It also leads to learning and nutritional losses, disproportionately affecting the vulnerable.

Air Quality and School Closures: A Misguided Measure

• Schools in Delhi were asked to switch to online mode under GRAP due to poor air quality (AQI classified as “poor”).
• Poor air quality affects all age groups, not just children. The harmful effects begin when AQI crosses 50, which is rarely achieved in Delhi.
• AQI levels under 400 are still harmful, yet a high cut-off normalizes moderate pollution levels (51–399).

Air Quality and Indoor Environments

• For most children, air quality inside homes and schools is similar.
• For underprivileged children, schools often provide better air quality due to air purifiers, along with essential nutrition through mid-day meals.
• Shifting to online classes worsens learning and nutritional losses without reducing exposure to pollution.

Ineffectiveness of Online Learning

• Online classes cannot replace school-based learning and disproportionately benefit EdTech platforms.
• Screen time for younger children can lead to harmful behavior, outweighing any perceived benefits of online education.
• Schools are essential for holistic development, not just academics, and should remain functional.

Face Masks: Overused and Misapplied

• Some schools issued informal mandates for children to wear masks, which lacks scientific backing.
• Masks are not advised for children under five, and recommendations for those aged six to 11 were not mandatory, even during COVID-19.
• Mask advisories should be nuanced, considering air purifiers in classrooms and specific health conditions.

Adopting Science-Based Mitigation Measures

• Physical schooling must continue with measures such as halting outdoor activities and ensuring well-functioning air purifiers.
• Mandatory mask-wearing is unnecessary in schools with air purifiers but could benefit children with pre-existing health issues.
• Hybrid and online teaching models should not replace physical classes as they lead to significant learning deficits.

Preventive and Proactive Healthcare

• Routine health checkups and vaccinations, such as influenza and pneumococcal vaccines, should be promoted for vulnerable groups.
• Children with respiratory conditions should be given the option to opt out of physical classes during severe AQI days.

Policy Must Focus on Equity

• GRAP measures disproportionately harm vulnerable groups, especially children and the poor.
• Policymaking should prioritize the well-being and development of children, avoiding the mistakes of prolonged school closures during the pandemic.

Conclusion

• Schools are not major contributors to air pollution; their closure causes more harm than good.
• Policies should delink school closures from GRAP, emphasizing the importance of keeping schools open to safeguard children’s education and health.

Practice Question:  Discuss the impact of air pollution on education in India, particularly in the context of school closures under measures like the Graded Response Action Plan (GRAP). Suggest alternative strategies to ensure learning continuity and safeguard children’s health. (250 Words /15 marks)