5 | Where to from here? As shown in the data, children and young people are seeking information about COVID-19. However, the potential for confusion and misinformation is high, leading to anxiety and uncertainty. Incidents of racism and bullying can also be fuelled by misinformation and inaccurate news stories. It is important that leaders emphasise consistent messages in news and other media that promote inclusivity and call out racism and targeting of particular groups in these times. Schools should also reinforce this message within their communities. 5.3 Support schools and other educational institutions to deliver quality online learning and maintain help and connection for vulnerable students Schools, and other educational institutions, such as universities, play a vital role in the lives of children and young people. As well as educating students, they provide routine, safety, and social connectedness. For many children in their final years of schooling, and for those young people entering tertiary studies, the advent of online learning has added stress and anxiety. Many are concerned that they will be disadvantaged in their learning as a result, with impacts on their future education and employment prospects. Governments need to put in place measures to ensure no student will be disadvantaged by moves to online learning at this time, and to reassure students that they can continue their plans for the future. The closure of schools and other educational institutions has greatly affected many children and young people, especially those with existing vulnerabilities such as experiences of abuse and neglect, homelessness, mental health concerns and children with disability. With online learning, many children have had minimal contact with teachers and school counsellors, which means that their critical needs are not always identified. 44 Governments must support schools to reach out to vulnerable students during school closures and promote connection with their teachers and the school community. Schools may require extra resources and assistance to do so. Students who are already disengaged from schooling, and some children with disability, may find online learning especially difficult. This disengagement can have serious and long-lasting effects on a student’s wellbeing as well as their learning. Schools require resources to be able to support these students in innovative and intensive ways. Others may require financial or material assistance to be able to study online. Electronic devices and internet access should be provided to children in low income families that need it, so that existing inequalities are not perpetuated in online learning. With the return to school, schools and their students should identify the lessons learned from the experience of online schooling in order to prepare more fully for the possibility in the future. They should also identify whether any students require extra support to remain on track with their learning. As we face the continuing spread of COVID-19, schools and other educational institutions will need to remain flexible in case further shutdowns occur, and also prioritise student wellbeing. Educators will require support and resources to do this, particularly in terms of remote teaching and using digital technologies.