Month: July 2020

What Polio Can Teach Us About This Pandemic

katiefoss On Epidemics , , , ,

Most historical comparisons to our current crisis have been to the “Spanish Flu.” And while several of my essays challenge some of the parallels put forth, I understand why people have been so quick to return to 1918 for answers. Its global reach and profound impact on the U.S. and most of the world feel somewhat similar.

Yet in focusing on this comparison, we miss the series of epidemics that might in fact paint a closer image to our current reality. Throughout the 1940s and 1950s, poliomyelitis emerged periodically in epidemic form, reaching its peak in the summer of 1952. Less than a year later, Jonas Salk’s vaccine was approved for a mass trial, which would prove effective.

What can these polio epidemics teach us about COVID-19? The diseases themselves are not similar. Polio is caused by a three types of a human enterovirus that spreads through contact or contaminated food and water. COVID-19 is a a novel coronavirus, transmitted by respiratory droplets.

What we can relate to is the mystery surrounding the disease. As with COVID-19, with polio, you never knew who would become ill or how bad it would be. Approximately 72% of polio cases were asymptomatic. Those who felt sick usually had mild symptoms. Only a small percentage developed the paralytic form, experiencing either temporary or permanent paralysis of a limb, limbs, the diaphragm, or multiple affected sites–its course unknown. And although it was characterized as a disease of children, adults also contracted polio, particularly in the later epidemics. [Note: I’m speaking in past tense here to refer to the mid-century outbreaks. Polio cases are still emerging in Afghanistan, Nigeria, and Pakistan).

What we can take from the periodic polio epidemics in the first half of the century are ways of living that are accustomed to interruption, the importance of a unified public response, and a healthy respect for disease itself. No one knew when polio would come to town. But when it did, local spots quickly closed down to reduce the spread of disease. People were quarantined and isolated as needed, sometimes even at camps. Movie theaters, public pools, and other gathering places shut down, as parents were advised to avoid having children mingle in new groups. Polio also led to local school closings for short periods, which were opened back up when it was believed that the threat had passed.

No one proposed that polio was a hoax or questioned the severity of the threat. The National Foundation for Infantile Paralysis (NFIP), founded by President Franklin D. Roosevelt and his business partner, Basil O’Connor, united the nation in the fight against poliomyelitis. NFIP campaigns provided education and raised money for rehabilitation and research toward a vaccine. During outbreaks, the NFIP provided additional health professionals and resources, including rocking beds, iron lungs, and other equipment, through coordinated efforts between the local and national levels.

We know the work of the NFIP was successful, demonstrated in the number of people helped and the production of two effective vaccines. At the same time, the NFIP also modeled what can be accomplished in terms of care and research when a nonprofit organization receives long-term public and governmental support.

Polio reminds us of the enigma that is disease. Privilege has shielded developed countries from experience with contagion, causing people to forget its power. In the early to mid-20th century, most people wouldn’t openly resist public health efforts to curb outbreaks. Rather, they were grateful for scientific progress against disease and celebrated the diphtheria antitoxin, each new vaccine, and the introduction to antibiotics.

It is problematic to only look to the 1918 influenza pandemic for lessons. Its first wave was largely unknown, meaning that the experiences of the Spanish Flu were limited to just a few months. As I outlined in earlier essays, we can’t even compare today’s mask mandates to restrictions of that pandemic (and yes, I’ve heard of the Anti-Mask League of San Francisco). Since World War I very much dominated public agenda and therefore, the pandemic seemed to both appear and conclude quickly. Instead, we should learn from the polio experiences. We can remember that we have done this before and can do it again. But, as in the past, we need to support health professionals, public health experts, and those working to develop a vaccine.

Appeared in Vogue and other media outlets

How to Reopen the Schools: Buy-in Across Levels

katiefoss On Epidemics, On Teaching ,

I’m tired of seeing posts that either protest or promote reopening of schools (both k-12 and college) without trying to explore solutions. I won’t offer advice on when different schools should open. But the fact is, whenever they do open (now, in 3 months, in a year, or ???), every institution, K-12 and higher ed, will look much differently than last February. The key to this possibly working lies in multi-level protocol and support to reduce risk, remain open, and still provide enriching instruction. Obviously, these approaches need to be adapted to specific circumstances.

Mask mandates in school and in the community. We need to both require and enforce the wearing of masks in crowded public spaces. Mandates with enforcement mean that even those who (somehow) “don’t believe in the virus” will have to don a face covering in order to enter stores, schools, and other places. Mask-wearing in the schools is a no-brainer to making this work. But the mask requirement at places of learning will be much more effective if it is the community norm.

Actually rapid testing widely available and free. Cost, access, and time cannot prohibit testing procedures that could make reopening otherwise work. Especially for college students, we need free, on-campus results that can be processed quickly while they wait. With this type of access, professors could build in exposure and testing into the class policies. Combined with contract tracing, this testing could drastically limit both transmission while unknowingly infected and the amount of class and work missed.

Risk-reducing actions built into student codes of conduct. For K-12 students, parents should sign pledges confirming that they will not partake in risk-increasing trips or activities without a voluntary quarantine and testing (weddings and other gatherings, air travel, etc.). Similarly, college students who opt for face-to-face instruction must adhere to a code of contact, in which participation in parties, concerts, or other events could result in disciplinary actions. Tough to enforce, yes, but at least it gives faculty and administration some basis to assign consequences.

Prosocial campaigns on the new protocol. This is a very confusing and hard time for everyone. To get students to comply with our new reality, easy-to-understand messages should be distributed across social media and email, campuses, and the community. These campaigns can inform students, parents, teachers, administrators, other employees, and visitors of what is expected on school grounds and in the classroom before school is in session, including

  • How to enter and exit the building (or each building) and special protocol for entering and exiting (i.e. reminding students not to hold doors for others).
  • Where masks are required and what areas are designated spaces for removing masks.
  • Where to get a back-up disposable mask if something happens to yours.
  • How and where to eat and drink at school.
  • Classroom procedures, like cleaning one’s desk.
  • Other new rules of the year (i.e. no bringing in birthday treats or policies about visitors).
  • What to do if you are feeling sick and/or if you think you’ve been exposed.
  • Procedures for class exposure, including the message delivery, testing, and incubation period.

These campaign messages also set the tone for the school year, helping to convey what is allowed and encouraged.

The importance of community buy-in. Regardless of your party affiliation or even perception of Covid risk, we need to unify to make the reopening of schools work. Simply put, if folks want schools to open (now, 6 months from now, or even later) and stay open, mask-wearing and other protocol has to be implemented and followed. So how can people help and not hinder this success? Let’s look at the different levels.

Parents. After you decide on schooling for your kids, it’s time to look for the good in the situation. No teacher/professor-bashing on social media or to their kids. This has been and will be hard for every person involved. How can I help? should be the only response. Have kids pick out cool masks and practice wearing them. Talk about how the year will be different, highlighting the positives at the same time. Make sure to tell your children that there will likely be unexpected “breaks” and Covid testing. Parents of college students should also be supportive, gently prompting their kids to communicate with instructors if something seems unclear. At the same time, dissuade your college student from attending risky activities.

Students. This new protocol is not optional. By now, anyone over the age of 3 is old enough to understand that we wear masks in public and why. If kids and (especially) college students don’t perceive themselves at risk, the threat of a shutdown should be enough rationale to abide by the rules.

Administrators. I don’t think I have to say be proactive or have back-up plans. Obviously, we do and many are already being rolled out. What I will say is that for teachers and faculty to do their best during initial opening, administration needs to be both flexible and mindful of the strain on educators, especially for those who are also caring for others.

Everyone else. Alumni, store owners, and other members of the community, for schools, and, well, society to safely reopen, it’s time to follow the rules and put aside self-centered behaviors. Play your part in helping the world put this pandemic in the past.

Conversation-starters in the new Baby-Sitters Club series for parents and kids

katiefoss Media Literacy Activities , , ,

The Netflix Baby-Sitters Club adaptation is delightfully engaging in such a way that parents and tweens can watch it together. And they should. The 10 episodes of season one are more than just a nostalgic nod. This adaption truly brings Ann M. Martin’s series to life, infusing the 1980s stories with contemporary characters and a surprising array of complex issues. Prosocial without the cheese, this show presents a number of topics that emerge naturally in the narrative. From a parenting perspective, these moments are great segues into discussions about (sometimes difficult) topics. Hopefully, you’ve had a chance to watch the series. Otherwise, spoilers ahead.

BSC Conversation Starters: Overarching Themes

  • Entrepreneurship and Innovation. An easy one since the whole premise is a 13 year-old’s business idea, plan, and implementation. You can discuss why the BSC ultimately succeeds, while the Baby-Sitters Agency does not. Ask your kids what kind of business they would like to have. What would it take to carry out the business (i.e. cost, supplies, people involved, marketing, etc.)? Is it feasible right now? Or in a few years? You could also read more about successful kid entrepreneurs.
  • Friendship. What are the characteristics of a good friend? How can you resolve a fight? We see several escalations smoothed out in the different episodes.
  • Adaptation. Fans of the books and graphic novels cannot resist discussing narrative and character adaptation in the series. What was kept the same? What was changed for TV? Why? In this conversation, you can talk the importance of diversity in representation and that subbing in different physical characteristics doesn’t mean that the character isn’t well-portrayed. Blue-eyed blonde Dawn in the books became a dark-haired Latina in the Netflix series — retaining and extending the traits of the original character. More broadly, you can discuss the process and challenge of adapting books into movies and TV shows (check out this post on adaptations).

BSC Conversation Starters: Episodic Themes

The Netflix adaptation doesn’t shy away from difficult topics. In fact, it seamlessly integrates many issues in a non-threatening, stigmatizing way.

  • First Periods & Menstruation. Given the age group of the BSC, it makes sense that menstruation might come up. It’s nice to see this natural part of growing up addressed, briefly in the pilot and then directly in “Kristy’s Big Day” (adding a second meaning to the “big day”).
  • Gender Identity. A topic that is so important, yet may be difficult to bring up out of the blue. “Mary Anne Saves the Day” by defending her babysitting charge, Bailey, insisting that the health professionals treating her use the correct pronouns. Not only does this moment highlight problems of trans-treatment and patient advocacy in health care, it also demonstrates the agency and empowerment of young people. Earlier in the episode, Dawn casually explains gender identity to Mary Anne in a non-judgmental, easy-to-understand manner. Their fictional conversation prompted a good real-life chat for my kids and me.
  • Internment of Japanese Americans. The forced relocation and imprisonment of Japanese Americans during World War II is often omitted in historical recaps of the era. In “Claudia and Mean Janine,” Grandma Mimi’s stroke leaves her painfully recalling memories of an internment camp as a child. This storyline naturally leads to a history lesson about what happened in the U.S. during WWII that isn’t usually talked about.
  • Protesting Injustice. Dawn and Claudia lead a peaceful protest against the staff in the “Camp Moosehead” episodes about the inequality of camp activities. It’s a relatable narrative that’s easy to connect to bigger, real-life issues of injustice.

We shouldn’t dismiss the value of enjoyable popular culture. Rather, we can use shows like The Baby-Sitters Club as a bridge to important discussions. Considering how hard to reach tweens and teens can be, it’s helpful to have a ticket into these conversations.

Screen-free, Low-groan Activities for Older Kids

katiefoss Media Literacy Activities
Picking blueberries at a nearby farm. Fun, productive, and delicious.

Entertaining little kiddos can be pretty easy. “Here’s a box.” “Ooh, look at the bubbles!” “You found a lady bug. What’s its name?” Older children are not so easily amused. I can only imagine my 11 year-old’s eyeroll if I suggested that she paint a rock or line up sticks in the driveway.

It’s tough to figure out the days. We are so over the early quarantine theme days. No more “learning to sew” or baking artisan bread time, at least for now. Educational online classes have lost their appeal. At this point, what we really need[ed] are non-screen, fairly easy things to do that don’t feel like more work. With my delightful almost-10 year-old niece visiting, I’ve been trying to figure out activities to entertain and engage two tweens.

Non-screen Activities That Even Tweens Enjoy

I brainstormed ideas that we could do together, in town, that would keep us reasonably separated from other people. For our outings, we arrive close to opening, wear masks if we’re inside, and are willing to leave if it’s too crowded. We’ve been hiking, biking, and playing tennis for the last few months so I left them off the list.

Cooking Novelty Foods

Early in the pandemic, we had an unsupervised food-coloring explosion incident so I’ve been a little reluctant to let the kids cook again. When they asked to make a box of Jell-O, I agreed. AHA! The girls followed the recipe and had a good time in the process. Two hours later, we sampled the jiggly pan and then laughed about how Jell-O used to be a potluck staple. Even though most of it went into the trash, it gave them something to do.

Walkie-Talkies in the Yard

I’m not exactly sure what the appeal is, but apparently when you give walkie-talkies to kids, outside time is a lot more fun. The tweens have spent a few mornings testing out the walkie-talkies, inside and out.

Donut Picnic

This is something I’ve done since my kids were little. We bring donuts to the park and eat breakfast there. Still a favorite and easy to do even when everything was shut down.

Picking Blueberries

A great pandemic tween activity since it’s outside, away from others, and the kids are big enough to actually help. It took us about 40 minutes to pick more than a gallon of blueberries. Bonus activities: planning out and then making delicious blueberry treats.

Going to the Farmer’s Market

We go almost every week. It’s a bit different now, but still an outing that we all enjoy (even the tween). There’s something about choosing or growing vegetables yourself that makes you want to eat them more — except turnips.

Bowling

Our local place does both a Monday special and a kids’ summer bowling program. We went right at 11. It wasn’t crowded, every other lane was kept empty, and the balls were already at each station. We really enjoyed getting to do something that wasn’t at our house.

Painting Pottery

I am not a crafting person and I’m pretty tired of trying to scrub paint off the dining table from crisis-schooling murals. Going to The Pottery Place on 1/2 price seating fee day provided painting fun that I didn’t have to clean up. We got there right at opening and had our own table and paint.

As you can see from the bowl I made, I’m not much of a painter.

Kayaking

We haven’t done this yet, but we’re all excited for our upcoming trip. There’s a few places nearby where you can rent boats for a reasonable price, either to paddle around one spot or to travel down the river and then take an open-air shuttle back to the car. It’s fun even to plan for our kayaking adventure.

Creating That “Summer Feel”

It’s been emotionally beneficial for us to try out activities that differed from our crisis-school isolation time. Adding to the list here, we intend to catch fireflies, make lemonade, and do many of our other regular summer things. Despite what the kids really want to do, they are not spending all day glued to their tablets.