Dear Dr. Theresa Tam, Hon. Navdeep Bains, and Hon. Patty Hajdu,
We want to thank you for your leadership in driving policy for public safety during this pandemic. We want to take this opportunity, in partnership with educators, to weigh in on the re-opening of post-secondary institutions, a matter of significant concern among public health officials, students, faculty, unions, and administrators. As academics, we support evidence-based policy. For that reason, we believe that the current guidance on masking in universities and colleges is inadequate.
Based on the current evidence around limiting COVID-19 outbreaks, we recommend mandatory masking (or face covering) policies in “ACT” for all universities and colleges across Canada. Masks should be required in:
- All indoor spaces outside the home (including colleges and universities, with exceptions only for closed offices with a single occupant)
- Crowds (anywhere that is difficult to distance from others)
- Transit (public transportation)
Masks are a simple, cost-effective solution shown by scientific studies to reduce COVID-19 transmission where distancing is not possible (Reference 1, Reference 2); there is also some evidence that it can reduce the severity of illness where transmission does occur (Reference 3). The US CDC and WHO now support face masks; as well as a growing number of jurisdictions in Canada are requiring them on public transit and for indoor public spaces, including >99% of Ontario. However, there should not be general exemptions for classrooms in our colleges and universities.
- Along with mandatory masking (or face covering) policies in “ACT” scenarios, we also recommend increased funding and/or investments into other safety protocols, which should include: updating and improving ventilation systems in spaces that will be used for in-person learning and/or research, handwashing stations outside common exits/entrances, hand sanitizers outside offices, labs, studios, and classrooms, reduced class sizes where in-person learning is required to ensure adequate physical distancing, and enhanced environmental cleaning and disinfecting practices.
- We also recommend that persons with medical contraindications and/or disabilities be exempt from this masking policy. We recommend distribution of masks to populations that may be vulnerable and/or at higher risk in order to reduce inequity. We do not recommend penalties to enforce this policy. Rather, we encourage education to help the public understand how to wear a mask properly, and the importance of masks for health and economic recovery.
University and college teaching settings violate the 3C’s of avoiding COVID-19: they are closed spaces with limited ventilation, crowded, and involve close contact. In higher education in a “normal” year, 300 students can spend time in one 40-seat classroom in a single day, entering and exiting through only one or two doors. Our institutions generally lack the space and staffing to permit small class sizes with 2m physical distancing. Furthermore, the ability to restrict mobility on campus presents a challenge, as students and faculty may have to be in three or more buildings on a single day. These concerns are compounded by dense foot traffic in hallways, near building entrances, and in line-ups for facilities (including washrooms). Enrolment growth driven by reduced public funding has made it very difficult for most university and college campuses to approach best practices on campus during a pandemic (Reference 4). Our classes are larger, our faculty are fewer, and there is very little room to manoeuvre. Although most institutions have moved to online classes, we may not be able to stay online for the two to three years this pandemic might last. It is urgent that we start now to normalize safe protocols, as well as help reduce the spread of COVID-19, in order to prepare for a safe return to our campuses in 2021.
Those of us in higher education stand ready to model best evidence-based practices, but we need your support to make this possible. We need mandatory mask policies and the resources to make possible the smaller class sizes necessary for physical distancing.