Forbes deleted an article written by an education expert who asserted that forcing schoolchildren to wear face masks was causing psychological trauma after the piece began to go viral.
The article (archived here) was written by Zak Ringelstein, who has a a PhD in education from Columbia University and founded Zigadoo, an educational and development app aimed at helping children.
Ringelstein explains how he worked hard to remove standardized testing from schools but that this was derailed when the pandemic began, a process that “transformed the American public education system into something unrecognizable: a system of restrictions and mandates far more repressive than standardized testing ever was.”
Ringelstein attacked the notion that “kids are resilient” and can overcome the onerous COVID rules imposed on them by asserting, “Masks and social distancing induce trauma and trauma at a young age is developmentally dangerous, especially for children who are experiencing trauma in other parts of their lives.”
He went further, noting how the new measures were creating classrooms full of lonely, atomized kids.
“Students in most American classrooms now must wear a covering over their face and stay distanced from their peers the entire school day. In many schools, students are forced to play by themselves during recess. Even for the youngest of school children, desks are in rows. Kids can’t see each other’s smiles or learn critically important social and verbal skills.”
Noting how “a child’s current chance of death from Covid-19 in America is lower than their chance of dying from a lightning strike or car accident,” Ringelstein argued that the risk of children getting ill is far outweighed by the psychological trauma caused by social distancing rules.
“Neurological research demonstrates that kids who experience this kind of fear and trauma at a young age undergo structural and functional restructuring of their brain’s prefrontal cortex, resulting in emotional and cognitive processing problems,” he writes.
“Furthermore, children in masks who are socially distanced are more likely to lead a sedentary lifestyle at school and home, and therefore are also more likely to become both obese and depressed. Obesity disproportionately affects children from low-income backgrounds and can lead to lifelong health challenges that often result in early death. Tragically, the prevalence of clinical depression and anxiety have already doubled for children globally since the beginning of the COVID-19 pandemic and will likely worsen with continued restrictions.”
“Children in masks are also likely to miss out on critical language development, another fundamental area of growth in early years where children from low-income backgrounds already have disproportionate disadvantages.”
Presumably because Ringelstein dared to challenge the sanity of forcing kids to mask up, Forbes pulled the article after it had begun to get traction via social media.
Not even experts in education who intimately know how children are impacted by trauma are allowed to offer a whimper of dissent against the COVID orthodoxy that demands ruthless ideological compliance.
Any information that challenges mask zealots must be banished.
As we recently highlighted, a study by researchers at Brown University found that mean IQ scores of young children born during the pandemic have tumbled by as much as 22 points while verbal, motor and cognitive performance have all suffered as a result of lockdown.
Michael Curzon noted that two of the primary causes for this are face masks and children being atomized as a result of being kept away from other children.
“Children born over the past year of lockdowns – at a time when the Government has prevented babies from seeing elderly relatives and other extended family members, from socialising at parks or with the children of their parent’s friends, and from studying the expressions on the faces behind the masks of locals in indoor public spaces – have significantly reduced verbal, motor and overall cognitive performance compared to children born before, according to a new U.S. study. Tests on early learning, verbal development and non-verbal development all produced results that were far behind those from the years preceding the lockdowns,” he wrote.
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