School environments were viewed as potential super-spreaders, considering the amount of interaction among learners and teachers, and the frequent use of surfaces such as desks, boards and chairs. Learners also use communal toilets and taps for drinking water, hence it was feared that schools were dangerous places for the transmission of the virus. The strategies focused on remote and mostly digital learning activities, including online learning, encouragement to read textbooks and listening to educational television and radio programmes. According to the World Bank, the uptake of these programmes varied widely, with nine in 10 children engaged in learning activities in Burkina Faso, and six in 10 in