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Situations in which no scientific consensus has been reached due to eitherinsufficient, inconclusive or contradicting findings place strain ongovernments and public organizations which are forced to take action undercircumstances of uncertainty. In this chapter, we focus on the case ofCOVID-19, its effects on children and the public debate around the reopening ofschools. The aim is to better understand the relationship between policyinterventions in the face of an uncertain and rapidly changing knowledgelandscape and the subsequent use of scientific information in public debatesrelated to the policy interventions. Our approach is to combine scientificinformation from journal articles and preprints with their appearance in thepopular media, including social media. First, we provide a picture of thedifferent scientific areas and approaches, by which the effects of COVID-19 onchildren are being studied. Second, we identify news media and social mediaattention around the COVID-19 scientific output related to children andschools. We focus on policies and media responses in three countries: Spain,South Africa and the Netherlands. These countries have followed very differentpolicy actions with regard to the reopening of schools and represent verydifferent policy approaches to the same problem. We analyse the activity in(social) media around the debate between COVID-19, children and school closuresby focusing on the use of references to scientific information in the debate.Finally, we analyse the dominant topics that emerge in the news outlets and theonline debates. We draw attention to illustrative cases of miscommunicationrelated to scientific output and conclude the chapter by discussing howinformation from scientific publication, the media and policy actions shape thepublic discussion in the context of a global health pandemic.

The role of scientific output in public debates in times of crisis: A case study of the reopening of schools during the COVID-19 pandemic