The Covid Mandates: Child Abuse By Mrs Vera West

One of the topics conveniently and deliberately neglected by health authorities in Australia, are the ill-effects of the lockdowns upon school children. Recently the New York Times, of all papers, given its woke pro-vax stance, published a piece entitled “The Startling Evidence of Learning Loss Is In.”

The lockdowns had a devasting impact upon education: “The evidence is now in, and it is startling. The school closures that took 50 million children out of classrooms at the start of the pandemic may prove to be the most damaging disruption in the history of American education. It also set student progress in math and reading back by two decades and widened the achievement gap that separates poor and wealthy children.” The effects, as detailed below, include: “the learning loss; the disengagement from education overall; the depression and anxiety and suicidality due to severe isolation (often summarized as “mental health impacts”); the chronic absenteeism that would inevitably come because when you tell kids that their education isn’t important – isn’t a societal priority – well, they will believe you; the dropout rates; the graduating without being able to read; the abuse at home; the loss of community and hope.”

The impact of this social disaster upon education will have a ripple effect for years to come. We can guess that much the same would hold in Australia as well, with perhaps Victoria, with the world’s longest lockdown, being the most severely effected. But as far as I am aware, the active research has not been published in Australia about this, such is the level of social control in this socialist country. Perhaps as locals are set to be replaced by migrants, the government does not care.

https://brownstone.org/articles/the-new-york-times-finally-admits-to-the-harm-done-to-children/

“The New York Times published an op-ed over the weekend entitled “The Startling Evidence of Learning Loss Is In.” Here’s the second paragraph:

The evidence is now in, and it is startling. The school closures that took 50 million children out of classrooms at the start of the pandemic may prove to be the most damaging disruption in the history of American education. It also set student progress in math and reading back by two decades and widened the achievement gap that separates poor and wealthy children.

For anyone who has been paying even a modest amount of attention for the past 3 ½ years, the evidence is anything but startling.

People often ask me, and even more so since this “startling” piece hit the digital airwaves: “Don’t you feel redeemed?” 

In fact, it’s hard to describe how angry this “revelatory” piece of writing makes me. More than 3 years too late, the New York Times has now given permission to acknowledge what was obvious from the beginning. But if you dared to say so in 2020, or 2021, or even 2022, you were smeared with all sorts of career-ending ad hominem attacks, including but not limited to: racist, eugenicist, ableist, science-denying alt-right Trumper, flat earther and sometimes Nazi. 

So no. I don’t feel grateful that the New York Times has finally deemed this subject acceptable to talk about when the damage has already been done to both American children and those dissenters who challenged the fear-mongering, and data-denying mainstream narrative with actual science and facts. 

Furthermore, this “journalistic” outfit fails to acknowledge their own complicity in these devastating results. 

It was clear what would happen all along, but the New York Times failed to interrogate the issue and instead published “the science” as determined by Big Pharma press releases, teachers’ unions, and government leaders cowing in the face of public health bureaucrats. 

My first writing on the subject was this in February 2021, but I had started pushing back from day one — March 2020 — in my own community, on news programs, on social media, and with open schools rallies, like the one pictured here from December 2020.

There were times I felt like I was going insane because it was all so patently clear what was happening and would only be made worse the longer schools stayed close: the learning loss; the disengagement from education overall; the depression and anxiety and suicidality due to severe isolation (often summarized as “mental health impacts”); the chronic absenteeism that would inevitably come because when you tell kids that their education isn’t important – isn’t a societal priority – well, they will believe you; the dropout rates; the graduating without being able to read; the abuse at home; the loss of community and hope. 

But the more we sounded the alarm bell the more we were demonized. 

Unsurprisingly, the poorest, most vulnerable children were harmed the most. Which is also clearly what was going to happen from the outset if you exercised even a modicum of common sense. Because, despite the wealthy hordes in Los Angeles and New York City shrieking about how We’re all in this together! –from their fancy balconies in the Hollywood Hills and the acreage of their Montana vacation homes — they also hired private tutors and formed learning pods with hired help to guide their kids and make sure they stayed on track. And, their children returned to their $60k a year private schools in the fall of 2020, a year before those who couldn’t afford the luxury of in-person education. 

It was poor and low-income children who were left home alone to navigate “Zoom school” while their parents worked hourly wage “essential” jobs. And it was poor and low-income children left home to take care of younger siblings. Or find community – and trouble – outside of school. It was poor and low-income children who missed meals by not being in school, who didn’t have WIFI that worked, who didn’t have adult intervention and oversight that happens in school. 

But no child was immune to the impacts. Just when adolescents are meant to be individuating from their parents, they were forced to be at home, alone, relying on screens for any sense of connection to their peers. They missed out on proms, football games, debate club, youth sports, graduations, and all of the small everyday milestones that make a teen’s life. And they were given no hope that it would ever end because it just kept going and going. In some states students experienced disruption to their schooling for as long as 19 months.

And even then, when they finally returned to school full time, they suffered under onerous restrictions including masking, distancing, testing, periodic closures, and no extra-curricular activities. 

Furthermore, young people were made to feel like horrible monsters if they struggled with this isolation. They were called selfish grandma killers if they yearned for their friends or wanted to celebrate their graduations. They were made to feel shame for being human. Is it surprising that record numbers of young people were thrown into depression, anxiety, eating disorders, suicidal ideation, drug use, and sometimes, even suicide? 

It’s nice that the New York Times has caught on now. But in this accurate oh-so-too-late piece, they fail to acknowledge their own complicity in extending and furthering the devastating, ineffective, and morally abhorrent school closures during 2020-2021, with restrictions to children continuing for more than a year after schools actually opened everywhere in the Fall of 2021.

They elevated the voices of those who furthered fear with a schools needs to be closed or else all the children and teachers will die hysteria.”