Impact of Mask Mandates on K-12 and Higher-Ed Teaching along with the Recommendation for Mask-Wearing during an Infectious Disease Outbreak

Abstract

Mask mandates were used as a multilayered approach to prevent the spread of the COVID-19. The state of New Mexico had one of the longest indoor mask mandates during the pandemic. We surveyed the K-12 teachers located throughout the state as well as higher-ed faculty members at New Mexico Tech to determine the impact of mask mandates on their teaching. Many instructors indicated minor problems, especially their ability to judge students’ engagement and/or participation. While some reported that their classrooms adopted masks as a new norm and it has become part of their school lives with no major issues. Some instructors did report negative impacts because of the participants’ opposition to mask-wearing. Two of the instructors provided unique perspectives by comparing secondary school vs. higher-education (higher-ed) teaching during the pandemic. Moreover, three K-12 teachers who worked with hearing-impaired students reported the initial issues of being unable to use facial expressions; however, they also noted their students learned to sign with masks on. Collectively the benefits of masks in slowing the spread of COVID-19 outweigh many of the communication issues noted here. After the mask mandate was lifted in February 2022, instructors reported general excitement and/or social awkwardness in some cases.