The Journal of School Nursing
2025, Vol. 41(2) 299–300
© The Author(s) 2025
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DOI: 10.1177/10598405231210951
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To the Editor:
In a recent article published in this journal, Erly et al. (2025) evaluated the effectiveness of a hybrid learning modality in reducing the risk of COVID-19 among students. The authors concluded that both case rate and test positivity were similar in hybrid and in-person learning modalities. It indicates that hybrid learning modalities may not reduce the risk of respiratory disease transmission. This paper contributes to the ongoing discussion in addressing the risks of COVID-19 among Filipino students.
The COVID-19 pandemic has presented unprecedented challenges to the global education sector (Corpuz, 2023). In response to the need for physical distancing and reduced on-site attendance, the Philippines, like many countries, adopted a hybrid learning approach or blended learning. This modality combines in-person and remote learning to reduce the risk of virus transmission while providing educational continuity. Hybrid learning offers a flexible and adaptable approach to education, but it also presents challenges related to technology access, social interaction, and effective course design. The effectiveness of hybrid learning depends on careful planning, adequate support, and consideration of the unique needs of both students and educators. However, Erly et al. (2025) indicated that the hybrid learning modality did not substantially reduce the risk of COVID-19 transmission among Filipino students. Several factors contributed to this outcome: (a) challenges in ensuring proper mask usage, (b) ventilation and classroom crowding, and (c) regional variations. Government policies and public compliance with health protocols differ from one region to another within the Philippines.
In addition, the Philippine education system faces its own set of challenges, such as overcrowded classrooms, limited resources for remote learning, and varying levels of access to technology. These factors may significantly influence the effectiveness of hybrid learning models in reducing COVID-19 transmission. As such, students experience burnout and mental health concerns as one of the effects of COVID-19 pandemic (Corpuz, 2022). These factors may significantly influence the effectiveness of hybrid learning models in reducing COVID-19 transmission. While hybrid learning offers certain advantages, including flexibility and reduced physical contact, its efficacy in mitigating COVID-19 transmission may be compromised by practical challenges. If we want to achieve an evidence-based nursing, we have to go beyond the theories and principles (Bergren, 2023).
School nurses play a pivotal role in addressing the challenges brought by the pandemic. First, one of the ways to implement evidence-based education is through the promotion of health education in schools. Providing ongoing education to students about the proper use of masks and personal hygiene to reduce transmission risk. Second, there is a need for monitoring and reporting of COVID-19 cases. Continuously monitoring students’ health and promptly reporting any symptoms or cases to health authorities. Third, a multisectoral approach is needed. Collaborating with school administrators to improve ventilation, reduce classroom crowding, and ensure adherence to regional COVID-19 guidelines. Last, schools must support the vulnerable populations. School nurses must pay special attention to students with underlying health conditions or other risk factors. Multi-layered mitigations can substantially reduce the transmission of COVID-19 within schools. As educators and nurses, we need to make our schools open and safe by reducing the transmission of COVID-19 and allow for the reopening of schools to our children.
In conclusion, this paper highlights the complex interplay of factors influencing the efficacy of hybrid learning in reducing COVID-19 risk among Filipino students. While the modality offers a promising solution, its success depends on the ability to address practical challenges effectively. School nurses, in their unique position, can contribute significantly to creating safer learning environments and ultimately mitigating the risk of COVID-19 transmission among students in the Philippines. Evidence-based practices involve an assessment (Bergren, 2023) that goes beyond the academe. Further research and collaboration are essential to adapt and refine educational strategies in response to the evolving pandemic landscape.
Jeff Clyde G. Corpuz https://orcid.org/0000-0003-1517-4866
Bergren, M. (2023). Education is not enough. The Journal of School Nursing, 39(2), 103–104. https://doi.org/10.1177/10598405231158450
Corpuz, J. C. G. (2022). #Academicbreaknow: Student burnout amidst the COVID-19 pandemic. Journal of Psychosocial Nursing and Mental Health Services, 60(4), 6. https://doi.org/10.3928/02793695-20220309-02
Corpuz, J. C. G. (2023). Workplace mental health in schools. Workplace Health & Safety, 71(4), 160–161. https://doi.org/10.1177/21650799221147171
Erly, B., Jackson, P., & Pilonetti, T. (2025). Hybrid learning modality did not reduce the risk of COVID-19 among Colorado students. The Journal of School Nursing, 41(2), 197–200. https://doi.org/10.1177/10598405231194538
