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Opening or Not Opening Educational Centers in Time of SARS-CoV-2? Analysis of the Situation in Galicia (Spain)

Author

Listed:
  • Almudena Filgueira-Vizoso

    (Department of Chemistry, Escuela Politécnica Superior, Campus Industrial de Ferrol, University of A Coruña, 15403 Ferrol, Spain)

  • Laura Castro-Santos

    (Department of Naval and Industrial Engineer, Escuela Politécnica Superior, Campus Industrial de Ferrol, University of A Coruña, 15403 Ferrol, Spain)

  • Ana Isabel García-Diez

    (Department of Naval and Industrial Engineer, Escuela Politécnica Superior, Campus Industrial de Ferrol, University of A Coruña, 15403 Ferrol, Spain)

  • Félix Puime Guillén

    (Department of Business, Faculty of Economics and Business, University of A Coruña, 15008 A Coruña, Spain)

  • María Isabel Lamas-Galdo

    (Department of Navigation Sciences and Marine Engineering, University of A Coruña, 15471 Ferrol, Spain)

  • Manuel Ángel Graña-López

    (Department of Industrial Engineer, Escuela Universitaria de Ferrol, University of A Coruña, 15405 Ferrol, Spain)

Abstract

The appearance of the SARS-CoV-2 pandemic on the world stage has implemented changes in all social activities and, therefore, in teaching at all educational levels. On the one hand, it is argued that the closure of centers and virtual teaching minimizes the risk of contagion and, on the other, this closure implies a reduction in social interactions in the population at ages in which social skills are lower developing. In addition, it is necessary to guarantee that all children and adolescents have access to the necessary means for distance education. This article analyzes the impact of the COVID-19 pandemic during the second, third and fourth waves in Galicia (northwestern region of Spain), where the centers were kept open with strict security protocols, with the aim of evaluating whether the measure of the center closure is a proportionate measure or not. The results obtained show that, at all educational levels, the incidence of infections has been low, as has the appearance of outbreaks of infections related to educational centers, so the damage caused by this measure can be considered uncompensated, with greater health security.

Suggested Citation

  • Almudena Filgueira-Vizoso & Laura Castro-Santos & Ana Isabel García-Diez & Félix Puime Guillén & María Isabel Lamas-Galdo & Manuel Ángel Graña-López, 2022. "Opening or Not Opening Educational Centers in Time of SARS-CoV-2? Analysis of the Situation in Galicia (Spain)," Sustainability, MDPI, vol. 14(9), pages 1-21, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5564-:d:809222
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    References listed on IDEAS

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    1. Iivari, Netta & Sharma, Sumita & Ventä-Olkkonen, Leena, 2020. "Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?," International Journal of Information Management, Elsevier, vol. 55(C).
    2. Eiji Yamamura & Yoshiro Tsustsui, 2021. "The impact of closing schools on working from home during the COVID-19 pandemic: evidence using panel data from Japan," Review of Economics of the Household, Springer, vol. 19(1), pages 41-60, March.
    3. Eiji Yamamura & Yoshiro Tsustsui, 2021. "Correction to: The impact of closing schools on working from home during the COVID-19 pandemic: evidence using panel data from Japan," Review of Economics of the Household, Springer, vol. 19(1), pages 61-62, March.
    4. Sébastien Goudeau & Camille Sanrey & Arnaud Stanczak & Antony Manstead & Céline Darnon, 2021. "Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap," Nature Human Behaviour, Nature, vol. 5(10), pages 1273-1281, October.
    5. Glodeanu, Adrián & Bilal, Usama & Gullón, Pedro, 2021. "Social Inequalities in Mobility During and Following the COVID-19 associated lockdown of the Madrid Metropolitan Area in Spain," SocArXiv apz4e, Center for Open Science.
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