Schools' context and COVID-19 | Fact-sheets collection from the Portuguese COVID-19 pandemic Task Force on Behavioral Sciences

Abstract

Children and adolescents represent a relatively small proportion of total COVID-19 cases, with low rates of severe illness. Transmission in school settings is generally limited, primarily involving staff rather than students. On the other hand, school closures, though minimally effective in reducing mortality, have had severe psychological, developmental, and educational impacts, particularly on vulnerable populations. Educational institutions play a key role in children’s cognitive, emotional, and behavioral development and are central in promoting public health behaviors. This policy brief aims to leverage school environments to mitigate COVID-19 transmission, while safeguarding students’ well-being and educational development. It integrates behavioral science models to support sustained health-promoting behaviors and addresses equity concerns associated with school closures. Key messages are: schools are essential platforms for health education and the promotion of protective behaviors. Applying the COM-B model, this framework advocates for regular updates on local epidemiological conditions, integration of health topics into curricula, and student-led initiatives to reinforce preventive practices. Schools should remain open with enhanced psychological support and targeted interventions, especially for transition-year students. Intergenerational transmission of protective behaviors, reinforced through structured school activities, can foster widespread community health benefits. Active mobility strategies and health literacy initiatives further complement efforts to maintain safe learning environments. The framework underscores the necessity of inclusive, context-specific measures that prioritize mental health, educational continuity, and long-term public health resilience.