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Essays on Vaccination

Vaccines essay topics and outline examples, essay title 1: "the vital role of vaccines in public health: debunking myths and upholding science".

Thesis Statement: Vaccines are a cornerstone of public health, and it is crucial to dispel misinformation and emphasize the overwhelming scientific evidence supporting their safety and efficacy.

Essay Outline:

Introduction
The History and Impact of Vaccines
Common Vaccine Myths and Misconceptions
Scientific Evidence Supporting Vaccines
Vaccine Safety and Adverse Effects
The Importance of Herd Immunity
Addressing Vaccine Hesitancy

Essay Title 2: "Vaccination Mandates: Balancing Individual Rights with Public Health"

Thesis Statement: While respecting individual rights is essential, vaccination mandates are a legitimate measure to safeguard public health and prevent outbreaks of vaccine-preventable diseases.

The Concept of Vaccination Mandates
Individual Rights and Autonomy
Public Health Concerns and Disease Prevention
Legal and Ethical Considerations
Case Studies of Vaccine Mandates
Opposition and Challenges to Mandates

Essay Title 3: "The Impact of Vaccine Disinformation on Public Health: A Global Challenge"

Thesis Statement: The proliferation of vaccine disinformation poses a significant threat to public health, and addressing this challenge is vital to ensure widespread vaccine acceptance and disease control.

The Spread and Impact of Vaccine Disinformation
Factors Contributing to Vaccine Hesitancy
The Role of Social Media and Online Platforms
Countering Vaccine Disinformation Efforts
Global Initiatives and Collaborations
Case Studies on Successful Interventions

The Impact of Vaccination on Public Health

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The Issues Surrounding Vaccination and Its Importance

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The Use of Vaccination – a Choice for Every One

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The Importance of Vaccines to Prevent Infectious Diseases

Advantages and disadvantages of the various types of vaccines, chickenpox: history, symptoms and treatment, the importance of increasing hpv vaccination in children, why is vaccination of human papillomavirus significant, debate on vaccination and autism, impact of media on parents' acceptance of immunization, the use of vaccines in modern medicine and the vaccination delimma, legal and ethical issues about the mmr vaccine, an argument in favor of using vaccines, the urgent need for a vaccine against zika virus, report on the measles disease and vaccination, yellow fever disease - what problems are caused by mosquitoes, chasing polio eradication: vaccine development, the examination of human sciences in connection to the effectiveness of vaccines, the different types of vaccines, vaccine types, should vaccinations be mandatory: future safety for children, should parents vaccinate their child, should vaccines be required to attend public school.

Vaccination, also known as immunization, is a medical procedure that involves the administration of a vaccine to stimulate the immune system and provide protection against specific infectious diseases. It is a preventive measure designed to enhance the body's natural defenses by introducing harmless fragments of the disease-causing agent or weakened or inactivated forms of the pathogen.

The mechanism of vaccination involves introducing a weakened or inactivated form of a disease-causing agent, such as a virus or bacterium, into the body. This prompts the immune system to recognize and respond to the pathogen. When a vaccine is administered, it stimulates the immune system to produce an immune response, similar to what would happen during a natural infection. The immune system recognizes the foreign antigens present in the vaccine and mounts a defense by producing antibodies and activating immune cells. These immune responses help the body develop immunity against the specific pathogen. Vaccination can also involve the use of genetically engineered proteins or pieces of the pathogen to stimulate an immune response. These components are known as antigens and can be derived from the outer coats of viruses or the cell walls of bacteria. By introducing these harmless components of the pathogen into the body, vaccines help the immune system recognize and remember the specific pathogen. This way, if the individual is later exposed to the actual disease-causing agent, their immune system can mount a rapid and effective response to neutralize or eliminate the pathogen, preventing the development of the disease or reducing its severity.

1. Inactivated Vaccines 2. Live Attenuated Vaccines 3. Subunit, Recombinant, and Conjugate Vaccines 4. mRNA Vaccines 5. Viral Vector Vaccines

The origin of vaccination can be traced back to ancient times, although the concept was not fully understood at the time. The practice of vaccination, as we know it today, began with the discovery of immunization against smallpox by Edward Jenner in the late 18th century. Jenner, an English physician, observed that milkmaids who had contracted cowpox, a much milder disease, seemed to be protected against smallpox. In 1796, he conducted an experiment where he took material from a cowpox sore and inoculated it into an eight-year-old boy named James Phipps. Afterward, Jenner exposed the boy to smallpox, but he did not develop the disease. This groundbreaking experiment led to the development of the smallpox vaccine. The term "vaccination" itself comes from the Latin word "vacca," meaning cow, as the original smallpox vaccine was derived from cowpox. Jenner's work paved the way for the development of vaccines against other infectious diseases, and vaccination quickly became a widely accepted method for preventing and controlling the spread of deadly diseases.

Public opinion on vaccination varies across different societies and individuals. Overall, vaccination has been widely accepted and supported by the majority of the population, recognizing its significant role in preventing and controlling infectious diseases. Vaccines have been instrumental in eradicating or significantly reducing the impact of diseases such as smallpox, polio, measles, and more. However, there are also pockets of skepticism and opposition towards vaccination, driven by various factors such as misinformation, fear, religious beliefs, or concerns about vaccine safety. This has led to the emergence of anti-vaccine movements and vaccine hesitancy in some communities. Public opinion on vaccination is influenced by various factors, including access to accurate information, trust in healthcare professionals and scientific research, cultural and religious beliefs, personal experiences, and the influence of social media and other communication channels. Efforts to promote vaccination and address vaccine hesitancy involve public health campaigns, education, and communication strategies to provide accurate information about vaccines, address concerns, and emphasize the importance of vaccination in protecting individual and public health.

1. Disease prevention 2. Herd immunity 3. Public health impact 4. Safety and effectiveness 5. Global impact

1. Vaccine safety concerns 2. Personal freedom and choice 3. Misinformation and skepticism 4. Religious or philosophical objections 5. Perception of low disease risk

1. According to the World Health Organization (WHO), vaccines prevent between 2-3 million deaths worldwide every year. 2. Smallpox is the only disease that has been totally eradicated through vaccination. 3. Vaccines have significantly reduced the global burden of infectious diseases. For instance, measles deaths decreased by 73% worldwide between 2000 and 2018. 4. The influenza vaccine helps reduce the risk of severe illness and hospitalization. In the United States, annual flu vaccination prevented an estimated 7.5 million flu illnesses during the 2019-2020 season. 5. The average vaccine takes around 10-15 years of research and development before it is widely available.

The topic of vaccination is of paramount importance when considering the impact it has had on public health. Writing an essay about vaccination provides an opportunity to explore the profound significance of this medical intervention. Vaccination has played a pivotal role in preventing and controlling infectious diseases, saving countless lives worldwide. By delving into the subject, one can highlight the historical development of vaccines, their mechanisms of action, and the scientific evidence supporting their effectiveness. Furthermore, examining the topic of vaccination allows for an exploration of the public health implications, including the concept of herd immunity and the role of vaccination in disease eradication efforts. It also provides a platform to address the various arguments surrounding vaccine hesitancy and vaccine refusal, shedding light on the importance of accurate information, education, and communication. Moreover, the essay can delve into the ethical considerations surrounding vaccination policies, such as balancing individual autonomy with the collective responsibility for public health. By exploring these aspects, one can foster a deeper understanding of the challenges, controversies, and potential solutions in promoting vaccination uptake.

1. American Academy of Pediatrics. (2018). Immunization information for parents. https://www.healthychildren.org/English/safety-prevention/immunizations/Pages/default.aspx 2. Centers for Disease Control and Prevention. (2021). Vaccines & immunizations. https://www.cdc.gov/vaccines/index.html 3. Gust, D. A., Darling, N., Kennedy, A., & Schwartz, B. (2008). Parents with doubts about vaccines: Which vaccines and reasons why. Pediatrics, 122(4), 718-725. https://doi.org/10.1542/peds.2007-0538 4. Larson, H. J., de Figueiredo, A., Xiahong, Z., Schulz, W. S., Verger, P., Johnston, I. G., Cook, A. R., Jones, N. S., & the SAGE Working Group on Vaccine Hesitancy. (2016). The state of vaccine confidence 2016: Global insights through a 67-country survey. EBioMedicine, 12, 295-301. https://doi.org/10.1016/j.ebiom.2016.08.042 5. MacDonald, N. E., Hesitancy SAGE Working Group. (2015). Vaccine hesitancy: Definition, scope and determinants. Vaccine, 33(34), 4161-4164. https://doi.org/10.1016/j.vaccine.2015.04.036 6. Offit, P. A., Quarles, J., Gerber, M. A., Hackett, C. J., & Marcuse, E. K. (2002). Addressing parents' concerns: Do vaccines cause allergic or autoimmune diseases? Pediatrics, 110(6), 1113-1116. https://doi.org/10.1542/peds.110.6.1113 7. Omer, S. B., Salmon, D. A., Orenstein, W. A., deHart, M. P., & Halsey, N. (2009). Vaccine refusal, mandatory immunization, and the risks of vaccine-preventable diseases. New England Journal of Medicine, 360(19), 1981-1988. https://doi.org/10.1056/NEJMsa0806477 8. Smith, P. J., Humiston, S. G., Parnell, T., Vannice, K. S., & Salmon, D. A. (2011). The association between intentional delay of vaccine administration and timely childhood vaccination coverage. Public Health Reports, 126(Suppl 2), 135-146. https://doi.org/10.1177/00333549111260S219 9. World Health Organization. (2019). Ten threats to global health in 2019. https://www.who.int/news-room/spotlight/ten-threats-to-global-health-in-2019 10. World Health Organization. (2021). Immunization coverage. https://www.who.int/news-room/fact-sheets/detail/immunization-coverage

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Essay on Coronavirus Vaccine

500+ words essay on coronavirus vaccine.

The Coronavirus has infected millions of people so far all over the world. In addition to that, millions of people have lost their lives to it. Ever since the outbreak, researchers all over the world have been working constantly to develop vaccines that will work effectively against the virus. We will take a look at the Coronavirus vaccine that is present today. Vaccines have the ability to save people’s lives. Developing the vaccine for Coronavirus was a huge step to end the pandemic.

Working of Coronavirus Vaccine

As Coronavirus caused a lot of confusion and fear amongst people, it is natural people were not aware of how the vaccine works. To begin with, a vaccine will work by mimicking an infectious agent.

The agent can be viruses, bacteria or any other microorganisms. They carry the potential of causing disease. When it mimics that, our immune system learns how to respond against it rapidly and efficiently.

As per the traditional methods, vaccines have managed to do this as they introduce a weakened form of an infectious agent. It enables our immune system to basically build its memory.

As a result, our immune system can then identify it quickly and fight against it before it gets the chance to harm us or make us ill. Similarly, some of the coronavirus vaccines have been made like that.

On the other hand, there are other coronavirus vaccines that researchers have developed by making use of new approaches. We refer to them as messenger RNA or mRNA vaccines.

Over here, they do not introduce antigens in our bodies. Instead, mRNA vaccines give the genetic code our body needs to enable our immune system for producing the antigen itself.

For several years, researchers have been studying mRNA vaccine technology. Thus, they do not contain any live virus and also do not interfere with the human DNA .

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Safety of Coronavirus Vaccine

While the vaccines are being developed at a fast pace, they also require rigorous testing. The tests are done in clinical trials to ensure that they meet the benchmarks for the safety and efficiency of international standards.

When they meet the standards, then only can they get the go-ahead from WHO and national regulatory agencies. UNICEF has said that it will attain and supply only those vaccines that meet the WHO guidelines and have met the regulatory approval.

As of now, the vaccine doses are limited in number. Thus, the healthcare workers, first responders, people over the age of 75 and residents of long-term care facilities will receive the first doses.

After that, everyone will be able to get it once more of them are available. To get the vaccine, a person may require to pay a fee. However, some government institutions are providing it free of cost.

In order to get the vaccine, one must check with their local and state health departments on a regular basis. When they get the chance, they must get the dose right away.

The Coronavirus outbreak has challenged the whole world. Constantly, the experts and authorities are working to develop the vaccines. Therefore, we can also do our bit and adopt preventive measures to limit the spread of this disease. The major goal is to get the vaccine to everyone so that we can go on and about with our normal lives.

FAQ on Essay on Coronavirus Vaccine

Question 1: What are some common side effects of the Coronavirus vaccine?

Answer 1: The most common side effect includes a sore arm, fever , headache, and fatigue. However, not to worry, side effects are good in this case. They indicate that your vaccine is starting to work as it triggers your immune system.

Question 2: When do Coronavirus vaccine side effects kick in?

Answer 2: Usually, most of the side effects start to kick in within the first 3 days after you get your vaccine. Moreover, they will last up to 1 to 2 days only.

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Essay: Vaccination is key to beat COVID-19

Raymond Grosswirth, a participant in a Phase 3 clinical trial for a COVID-19 vaccine.

Now that COVID-19 vaccines have been developed the question becomes, should I get the vaccine?

While most Rochesterians will get vaccinated , about 30% stated that they would not get the vaccine or were unsure that they would. Underlying diseases, allergies and lack of knowledge on long-term effects were some of the reasons why people were unsure or unwilling to get the vaccine.

More: NY expected to get 170,000 COVID-19 vaccine doses Dec. 15. What to know about who gets it

Here are answers to why getting vaccinated is key to beating COVID-19 and helping us move into a post-pandemic world:

What exactly are the COVID-19 candidate vaccines?

Both the Pfizer and Moderna vaccine candidates are messenger RNA (mRNA) vaccines, and considered to be new technology. While mRNA vaccines have never been utilized before, a decade's worth of work and research has gone into this technology to make it efficient and safe for humans.

The AstraZeneca’s vaccine candidate is an adenovirus-based vaccine. The only other adenovirus-based vaccine that has gained FDA approval is the recent Ebola vaccine produced by Merck. Adenovirus was originally isolated from chimpanzees and modified so that it no longer could replicate within human cells, meaning that it could no longer cause a cold.

What is mRNA?

Most cells have an in depth, very detailed code book which is the DNA. The final product of this code book would be the physical products, proteins, made by the code book. mRNA in this case, would be the summary of the code book, where all the unnecessary words are taken out. In terms of an mRNA vaccine, the mRNA would be the very small, concise and specific code for a part of the virus that your cells would make.

Production of this small part of the virus would trigger an immune reaction, allowing for your body to create the antibodies needed against the virus without every introducing the virus itself into your body. Most importantly, your body would never create the entire COVID-19 virus because of the vaccine.

How do the vaccine candidates work?

Both the Pfizer and Moderna COVID-19 vaccine candidates function the same. They introduce mRNA into your cells that produces a protein "spike" that is found on the surface of the virus. Your cells then read the code for this protein and produce it.

Once the “spike” proteins are produced, your immune system reacts to this foreign object and trains itself to remove the intruder by producing antibodies.

The AstraZeneca vaccine candidate also functions similarly. Instead of asking your cells to produce the spike protein, the adenovirus itself contains that protein. Once introduced to your system, the adenovirus containing the spike protein triggers the immune system to create antibodies so that it can fight against the slight insult to the immune system.

In both cases, once your immune system has made the antibody against the “spike” protein, it retains memory of this and can re-produce the same antibodies needed to fight the virus if you were ever exposed to the actual virus.

Isn’t it bad for your cells to do this long term though?

Long term, most likely. However, the beauty of mRNA that is introduced into your system is that it’s very fragile and has a one-time use typically. Your cells would make the protein “spike” and then the mRNA would be degraded, so your cells would never make the “spike” again.

What about long-term effects?

Long term effects and how long the vaccines will provide immunity are unknown at this point. However, initial data has shown that there are minimal initial effects to the vaccine thus far. The symptoms that were seen, such as a sore arm or feeling unwell for a few days, are typical reactions to vaccines when first given and is a response of your body cranking up productivity to fight against the intrusion.

Long-term effects of the vaccine will be made available once enough time has passed, but generally there is little to fear.

Should I get the vaccine even if I’m unsure or I don’t want to?

Yes, absolutely and emphatically yes.

The science behind the vaccines are sound and initial data suggest that there are no long-term effects to be majorly concerned about. Transparency in science is key and as long as vaccine producers are transparent there is nothing to fear.

Nazish Jeffery is a Rochester native who is pursuing her Ph.D. in biochemistry and molecular biology at the University of Rochester. She is president of the UR Science Policy Initiative.

Pre-Exposure Prophylaxis (PrEP)

Profilaxis previa a la exposición (prep), the importance of vaccinations.

Last Updated August 2023 | This article was created by familydoctor.org editorial staff and reviewed by Deepak S. Patel, MD, FAAFP, FACSM

What are vaccines?

A vaccine (or immunization) is a way to build your body’s natural immunity to a disease before you get sick. This keeps you from getting and spreading the disease.

For some vaccines, a weakened form of the disease germ is injected into your body. This is usually done with a shot in the leg or arm. Your body detects the invading germs (antigens) and produces antibodies to fight them. Those antibodies then stay in your body for a long time. In many cases, they stay for the rest of your life. If you’re ever exposed to the disease again, your body will fight it off without you ever getting the disease.

Some illnesses, like strains of cold viruses, are fairly mild. But some, like COVID-19, smallpox or polio, can cause life-altering changes. They can even result in death. That’s why preventing your body from contracting these illnesses is very important.

How does immunity work?

Your body builds a defense system to fight foreign germs that could make you sick or hurt you. It’s called your immune system. To build up your immune system, your body must be exposed to different germs. When your body is exposed to a germ for the first time, it produces antibodies to fight it. But that takes time, and you usually get sick before the antibodies have built up. But once you have antibodies, they stay in your body. So, the next time you’re exposed to that germ, the antibodies will attack it, and you won’t get sick.

Path to improved health

Everyone needs vaccines. They are recommended for infants, children, teenagers, and adults. There are widely accepted immunization schedules available. They list what vaccines are needed, and at what age they should be given. Most vaccines are given to children. It’s recommended they receive 12 different vaccines by their 6th birthday. Some of these come in a series of shots. Some vaccines are combined so they can be given together with fewer shots.

The American Academy of Family Physicians (AAFP) believes that immunization is essential to preventing the spread of contagious diseases. Vaccines are especially important for at-risk populations such as young children and older adults. The AAFP offers vaccination recommendations, immunization schedules , and information on disease-specific vaccines.

Being up to date on vaccines is especially important as children head back to school. During the 2021 school year, state-required vaccines among kindergarteners dropped from 95% to 94%. In the 2021-2022 year it fell again to 93%. Part of this was due to disruptions from the COVID-19 pandemic.

Is there anyone who can’t get vaccines?

Some people with certain immune system diseases should not receive some types of vaccines and should speak with their health care providers first. There is also a small number of people who don’t respond to a particular vaccine. Because these people can’t be vaccinated, it’s very important everyone else gets vaccinated. This helps preserve the “herd immunity” for the vast majority of people. This means that if most people are immune to a disease because of vaccinations, it will stop spreading.

Are there side effects to vaccines?

There can be side effects after you or your child get a vaccine. They are usually mild. They include redness or swelling at the injection site. Sometimes children develop a low-grade fever. These symptoms usually go away in a day or two. More serious side effects have been reported but are rare.

Typically, it takes years of development and testing before a vaccine is approved as safe and effective. However, in cases affecting a global, public health crisis or pandemic, it is possible to advance research, development, and production of a vaccine for emergency needs. Scientists and doctors at the U.S. Food and Drug Administration (FDA) study the research before approving a vaccine. They also inspect places where the vaccines are produced to make sure all rules are being followed. After the vaccine is released to the public, the FDA continues to monitor its use. It makes sure there are no safety issues.

The benefits of their use far outweigh any risks of side effects.

What would happen if we stopped vaccinating children and adults?

If we stopped vaccinating, the diseases would start coming back. Aside from smallpox, all other diseases are still active in some part of the world. If we don’t stay vaccinated, the diseases will come back. There would be epidemics, just like there used to be.

This happened in Japan in the 1970s. They had a good vaccination program for pertussis (whooping cough). Around 80% of Japanese children received a vaccination. In 1974, there were 393 cases of whooping cough and no deaths. Then rumors began that the vaccine was unsafe and wasn’t needed. By 1976, the vaccination rate was 10%. In 1979, there was a pertussis epidemic, with more than 13,000 cases and 41 deaths. Soon after, vaccination rates improved, and the number of cases went back down.

Things to consider

There have been many misunderstandings about vaccines. There are myths and misleading statements that spread on the internet and social media about vaccines. Here are answers to 5 of the most common questions/misconceptions about vaccines.

Vaccines do NOT cause autism.

Though multiple studies have been conducted, none have shown a link between autism and vaccines. The initial paper that started the rumor has since been discredited.

Vaccines are NOT too much for an infant’s immune system to handle.

Infants’ immune systems can handle much more than what vaccines give them. They are exposed to hundreds of bacteria and viruses every day. Adding a few more with a vaccine doesn’t add to what their immune systems are capable of handling.

Vaccines do NOT contain toxins that will harm you.

Some vaccines contain trace amounts of substances that could be harmful in a large dose. These include formaldehyde, aluminum, and mercury. But the amount used in the vaccines is so small that the vaccines are completely safe. For example, over the course of all vaccinations by the age of 2, a child will take in 4mg of aluminum. A breast-fed baby will take in 10mg in 6 months. Soy-based formula delivers 120mg in 6 months. In addition, infants have 10 times as much formaldehyde naturally occurring in their bodies than what is contained in a vaccine. And the toxic form of mercury has never been used in vaccines.

Vaccines do NOT cause the diseases they are meant to prevent.

This is a common misconception, especially about the flu vaccine. Many people think they get sick after getting a flu shot. But flu shots contain dead viruses—it’s impossible to get sick from the shot but mild symptoms can occur because the vaccine may trigger an immune response, which is normal. Even with vaccines that use weakened live viruses, you could experience mild symptoms similar to the illness. But you don’t actually have the disease.

We DO still need vaccines in the U.S., even though infection rates are low.

Many diseases are uncommon in the U.S. because of our high vaccination rate. But they haven’t been eliminated from other areas of the world. If a traveler from another country brings a disease to the U.S., anyone who isn’t vaccinated is at risk of getting that disease. The only way to keep infection rates low is to keep vaccinating.

Questions to ask your doctor

Why does my child need to be vaccinated?
What are the possible side effects of the vaccination?
What do I do if my child experiences a side effect from the vaccine?
What happens if my child doesn’t get all doses of the recommended vaccines? Will he or she be able to go to daycare or school?
We missed a vaccination. Can my child still get it late?
Are there new vaccines that aren’t on the immunization schedules for kids?
What should I do if I don’t have health insurance, or my insurance doesn’t cover vaccinations?
What vaccinations do I need as an adult?
Why do some people insist they became sick after getting the flu vaccine?

Centers for Disease Control and Prevention: Vaccines & Immunizations

Last Updated: August 10, 2023

This article was contributed by familydoctor.org editorial staff.

This information provides a general overview and may not apply to everyone. Talk to your family doctor to find out if this information applies to you and to get more information on this subject.

Most schools and daycares require certain childhood vaccines, but they’re also good for your child’s health.

Certain immunizations are important at every age to reduce illness, hospitalization, or death.

A preventive service might be a test, an immunization or vaccine, or advice from your doctor. These services can…

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The Need for Health Education and Vaccination—Importance of Teacher Training and Family Involvement

Associated data.

Due to the anonymity and confidentiality of the data obtained, the authors have not reported any of the data obtained, the purpose of which is exclusively the development of this research.

The health emergency due to COVID-19 has highlighted the importance of vaccination and its impact on social welfare. Inequalities have surfaced that affect the most vulnerable and those millions of children do not receive the necessary vaccines. Health education becomes a fundamental resource for citizens to access universal rights. One thousand people from 76 countries on five continents participated in this research in 2019–2020, from the health, education, and economic sectors. A descriptive cross-sectional study with a quantitative design was used. The instrument used was a correctly validated questionnaire: VACUNASEDUCA. The objectives were to reflect on the adequacy of teacher training and their awareness for the proper use of vaccines and to analyze the knowledge of parents about the consequences of vaccination. The results demonstrate the importance of teacher training and health education, with positive involvement of the family. The most favorable group is female, under 30 years, from the European continent, with a very high Human Development Index (HDI), and from the education sector. In conclusion, it is noted that, within the framework of the fourth industrial revolution, education must be configured with innovative approaches and tools, making it necessary to intervene in the context considering their cultural characteristics and promoting healthy lifestyle habits.

1. Introduction

The health emergency caused by the COVID-19 pandemic, declared by the World Health Organization (WHO) in March 2020 [ 1 ], and its subsequent spread across five continents, has led to important social, economic, and educational changes, demonstrating the importance of vaccination. Since then, it has generated a novel collaboration between countries and a marathon competition between pharmaceutical companies to achieve an effective vaccine. Vaccines have been recognized as one of the most effective tools to prevent the spread of disease [ 2 ]. Nowadays, vaccines are antigenic preparations with the ability to trigger an immune system response generating a long-lasting protection against a disease [ 3 , 4 ].

Since the creation of the Expanded Program on Immunization by WHO in 1974, there has been an explicit recognition of the importance of vaccination and its great impact on social welfare. As a result, a Global Vaccine Action Plan (GVAP) has been adopted (2011–2020) [ 5 ], achieving a common framework for setting priorities, agreeing on activities, and evaluating outcomes. Consequently, taking into account the lessons learned from the GVAP and the challenges posed by infectious diseases, the Immunization Agenda (IIA2030) has developed a global strategy on vaccines and immunization for the decade 2021–2030. It aims to strengthen existing partnerships and establish new relationships, better clarify roles and responsibilities, and improve the use of information to optimize assessments [ 1 ].

The global pandemic of COVID-19 prompted authorities to recommend confinement as a strategy to prevent and safeguard the health of all people. This resulted in the paralysis of “non-essential” activities such as socialization, employment, productivity, public health and, especially, the education sector, the consequences of which continue to affect the lives of citizens. All over the world, those responsible for education took measures to be able to continue school activities by drawing up corresponding emergency plans. In the past, various natural or social phenomena have led to the closure and interruption of national and local education systems. However, school activities have never been suspended for more than 1.5 billion students at different educational levels and around the world [ 6 , 7 , 8 , 9 , 10 ]. Teachers, students, and families have had to transform the dynamics of teaching–learning processes and work under parameters for which they were not prepared [ 11 , 12 , 13 ].

The problems have been further accentuated by the lack of equity in access to educational and social services. Therefore, international action organizations such as the United Nations Educational, Scientific, and Cultural Organization (UNESCO), WHO, the United Nations International Children’s Emergency Fund (UNICEF), the Council of Europe, the Organization for Economic Cooperation and Development (OECD) and the European Commission, insist on the need for schools to include health education as a key tool for developing healthy life habits and increasing the quality of life of schoolchildren [ 14 ].

Childhood vaccines save about three million lives a year by providing them with the antibodies needed to fight against very dangerous diseases such as measles, polio, or pneumonia [ 15 ]. However, today, millions of children do not receive vaccines, either because their parents refuse or because they do not have access to them. Similarly, if a child is not properly vaccinated, not only is his or her life at risk, but it also affects other children living with him or her, their families, and teachers. In fact, vaccines are synonymous with education because they improve their quality of life and their schooling process. However, regardless of socioeconomic or educational level, there are many people who question the existence of the virus; others defy social distancing measures, valuing them as very severe and ineffective; and there are even those who, despite knowing the danger, have to assume the risk and work (essential activity personnel). The refusal of vaccination, with different nuances, has been called “vaccine reluctance” [ 16 , 17 ].

The rejection of vaccination is occupying wide spaces of debate in the media and social networks, in multiple areas of society and in all countries of the world. At the same time, the consolidation of vaccine reluctance is being valued as a threat to collective health [ 18 , 19 , 20 ]. In this regard, the recommendations proposed by the WHO [ 16 ] focus on the need to better understand vaccine reluctance, its determinants, and the challenges it poses. Furthermore, it stresses the need to improve society’s awareness of the importance of vaccination to improve vaccine acceptance, share effective practices, develop new tools to assess and address reluctance. Reasonably, it is essential that teachers and families are aware of the benefits and efficacy of vaccines, concerns about their safety, and how they are perceived in society [ 21 , 22 ]. In fact, as Matesanz [ 23 ] points out, having an effective vaccine is not an individual matter, but what is important is that the maximum number of people in the environment receive it in order to achieve the desired “herd immunity” and stop the virus from circulating.

Health education is one of the main tools for societies and citizens to access universal rights. In 1983, the WHO considered ‘health education’ as a discipline focused on guiding and organizing educational processes, through a combination of information and education activities. The aim is to generate a scenario in which people yearn to be healthy, know how to achieve health, act individually and collectively to maintain it and, when needed, seek the help they require.

Health is considered to be the ability to develop one’s personal potentialities and respond positively to the challenges of the environment [ 24 ]. Reasonably, health education has a multidimensional perspective that facilitates knowledge, attitudes, and skills, instilling awareness of the determinants of health. In all processes, targeted learning should be facilitated to bring about changes in health-damaging behaviors or to maintain healthy ones.

Health education is an important tool through which to motivate change, discern the validity of the information received, establish communication channels, and empower individuals and communities to become activists in individual, environmental, and organizational redesign with globalizing actions. Therefore, its ultimate goal is the transformation of harmful behaviors and the reinforcement of healthy ones, and its fundamental axis is communication, encompassing aspects related to education, training, research, legislation, policy coordination, and communicative development [ 25 , 26 ]. In the literature, low educational levels have been associated with greater health problems [ 27 , 28 ], since a low level of health education can have its origin in various social barriers that hinder access to health services, difficulties in the correct use of medications, problems of access to adequate health information, or complications in the control of chronic diseases [ 29 ].

In this complex context, it is necessary to highlight the importance of promoting public health policies that implement health education programs with special attention to vaccination processes among the most vulnerable groups and the population in general. Consequently, it is essential that every member of any social class, ethnicity, and locality understand that infectious diseases are an important cause of morbidity and mortality, and that vaccination is the best tool for their prevention and reduction.

The research reflected in this article began in June 2019 and ended in September 2020, coinciding with the declaration of health emergency caused by the virus (SARS-CoV) causing the disease COVID-19. The work was initiated in view of the need to promote actions that favor the vaccination processes of all citizens of the world as a tool for the preservation of individual and collective health, and the strengthening of the global health system. The objectives of the research are to reflect on the adequacy of teacher training and their awareness of the proper use of vaccines, and to analyze the perception of society on the information that parents have about the consequences that may result from their children living with non-vaccinated peers.

2. Materials and Methods

A descriptive study with a quantitative cross-sectional design was carried out to study the importance of vaccination in the health of the child population. This article will analyze dimension D2: Education and Teachers, composed of the following four items:

P03. Do you consider that, in your country, teacher training in compulsory pre-school and primary education provides adequate training on vaccines?
P04. Do you appreciate that teachers are aware of the proper use of vaccines?
P05. Do you think parents know the consequences that coexistence with other non-vaccinated peers could have for their children?
P06. Do you believe that teachers at mandatory levels should receive initial training in health education and specifically in the vaccination process?

2.1. Population and Sample

The population under study is determined by the inclusion criterion of the exercise of their profession in the education, health, and economic sectors. By virtue of this criterion, the sample was selected by means of a non-probabilistic method of consecutive type or total enumerative sampling. A final sample of 1000 participants belonging to 76 countries from the five continents, whose characteristics according to Sex, Age, Sector, Human Development Index (HDI), and Continent are detailed in Table 1 , was established.

Characteristics of the sample according to Sex, Age, HDI, Sector and Continent.

It should be noted that the HDI was derived from the list of countries by human development index included in the United Nations Development Programmer’s (UNDP) Human Development Report 2020, published on 15 December 2020, and compiled based on 2019 estimates. It includes 189 United Nations member states (out of a total of 193) plus Hong Kong (special administrative region of China) and the State of Palestine. Missing member countries are due to lack of data required for the calculation. For comparison, the average HDI of world regions and country groups is also included.

2.2. Instrument

Data collection was carried out by means of the survey technique, using the VACUNASEDUCA questionnaire [ 30 ], which was developed ad hoc and designed to know the perception about of the importance, awareness, and mandatory nature of vaccines in the health of the child population in certain social sectors. The questionnaire consists of 12 items with a Likert scale. These items are distributed in four dimensions, two items corresponding to dimension D1 = Awareness and Regulation, four items corresponding to dimension D2 = Education and Teachers, two items corresponding to dimension D3 = Regulation and Obligation, and four items corresponding to dimension D4 = Consequences and Risks.

This questionnaire was subjected to a validation process by expert judgment through which the Content Validity Index (CVI) was calculated. The results obtained were for dimension D1 = 0.87; for dimension D2 =0.93; for dimensions D3 and D4 = 1 respectively. The mean index was 0.96.

On the other hand, the Kaiser–Meyer–Olkin (KMO) test was performed, in which a result of 0.784 was obtained, and Bartlett’s test of sphericity, in which a significance level of <0.001 was obtained, corroborating the adequacy for factor analysis.

In relation to the reliability of the instrument, Cronbach’s alpha (∝) was calculated, obtaining a mean result for the four dimensions of 0.64, close to the 0.70 established for acceptable consistency [ 31 ].

2.3. Variables

Each item is constituted in an ordinal variable, calculating the dependent variable of quantitative type S3t through the sum of each individual score of each participant and dividing by 12 to proceed with its typification. The variables of the study are:

Sex: G0 = Woman or G1 = Man.
Age: E1 ≤ 30, E2 = Between 30 and 44, E3 = Between 45 and 59, E4 ≥ 60.
Sector: S1 = Health, S2 = Education, S3 = Economy.
Human Development Index (HDI): I1 = Very High, I2 = High, I3 = Medium, I4 = Low.
Continent: C1 = Europe, C2 = America, C3 = Asia, C4 = Africa, C5 = Oceania.

2.4. Procedure

The data collection was carried out between the months of September and December 2019 in the WHO office in Geneva (Switzerland), and from January to March 2020 in different centers and institutions located in Spain, such as hospitals, universities, congresses and meetings of education and medicine, among others.

The questionnaire was always applied by the same researcher in person, and was completed in a self-administered manner, in Spanish and English. No time limit was established for completion, although participants usually took between 5 and 10 min to complete it. Before completing the questionnaires, respondents were provided with sufficient and understandable information on the research topic, guaranteeing the anonymity and confidentiality of each respondent’s data.

Data Analysis

The sample elements did not meet the conditions established to be considered a normal distribution. Therefore, statistical techniques of null models were used through resampling techniques using the Monte Carlo method, using the Bootstrap procedure [ 32 ] thanks to current computer solutions and the large sample size to provide relevant information of the population to which it belongs [ 33 ].

An ANOVA test was performed for independent samples for each of the independent variables or research factors to check for statistically significant differences. Through the analysis of the Multivariate General Linear Model, the value of the F-statistic, the level of significance p and the size of the effect measured by eta squared were obtained. Non-equal variances were assumed using Tamhane’s T2, Dunnett’s T3, Games–Howell and Dunnett’s C in the post hoc tests, with similar results that determined the direction column in the ANOVA tables of each factor.

In addition, a nonparametric bivariate correlational analysis was performed among the study variables using the Spearman and Kendall tau tests, which yielded very similar results.

The results are specified according to the objectives set for this research.

In this study we will focus on the data obtained in the dimension D2 = Education and Teachers with the variables Sex, Age, Sector, HDI, and Continent. The results obtained in this dimension are from a score of M = 2.81 and SD = 0.31, highlighting item P06 by obtaining a mean score higher than the rest (M = 2.86 and SD = 0.44). The descriptive statistics obtained are detailed in Table 2 .

Count after the application of the questionnaire.

3.1. Sex Impact Analysis

The Sex distribution of the sample is uneven, with 69.4% of respondents being women and the remaining 30.6% being men (see Table 3 ).

Count by Sex of the participating sample for dimension D2.

In the ANOVA carried out to analyze the differences in relation to Sex, the results shown in Table 4 were obtained.

ANOVA for Sex-independent samples for dimension D2.

Note: L = Lower; U = Upper.

Post hoc tests indicate that, in dimension D2 = Education and Teachers, the mean of women is higher than that of men, with higher means and indicating a trend towards YES. Consequently, it can be inferred that, in general, women express themselves with higher means than men when they assess that teachers have adequate training and are aware of the use of vaccines and believe that teachers should receive initial training in health education and vaccination. Likewise, women obtain higher means than men when assessing whether parents are aware of the consequences that coexistence with other non-vaccinated peers could have for their children.

3.2. Analysis of the Incidence of Age

The sample distribution according to the age groups shows some inequality, since, while the groups E1 ≤ 30 years (36.3%), E2 = Between 30 and 44 years (34.8%), and E3 = Between 45 and 59 years (26.76%) present similar percentages, that of the group E4 ≥ 60 years (2.2%) is considerably lower (see Table 5 ).

Count by age group of the participating sample for dimension D2.

In the ANOVA performed to analyze the differences in relation to the age group, the results reflected in Table 6 were obtained.

ANOVA for independent samples by age group for dimension D2.

The post hoc tests carried out indicate that, in the dimension D2 = Education and Teachers, the mean of the age group E1 ≤ 30 years is higher than the other three groups, with higher means and indicating a trend towards YES. Therefore, it can be inferred that, in general, the age group E1 ≤ 30, is the one that most values the existence of teacher training and their awareness of the use of vaccines, as well as the need for them to receive initial training on health education and vaccination at mandatory levels. In addition, it is the age group E1 ≤ 30, which obtains higher means when assessing that parents know the consequences that coexistence with other non-vaccinated peers could have on their children.

3.3. Analysis of the Impact of the Sector

The distribution of the sample according to professional sector is unequal, with the highest percentage of participants belonging to the health sector (55.4%), 32.9% belonging to the education sector, and 11.7% to the economic sector (see Table 7 ).

Count by sector of the participating sample for dimension D2.

In the ANOVA carried out to analyze the existing differences in relation to the professional sector, the results shown in Table 8 were obtained.

ANOVA for sector-independent samples for dimension D2.

As can be seen, the post hoc tests performed indicate that, in dimension D2 = Education and Teachers, the mean of the education sector is higher than that of the health sector, with higher means and pointing to a trend towards the YES.

The means of the economy sector are in an intermediate position, since they show significant differences with the education sector and non-significant differences with the health sector in items P04, P05, P06, and in dimension D2. On the other hand, in item P03 the trend is reversed, so that the mean differences of the economic sector are not statistically significant with respect to the education sector, but they are statistically significant with respect to the health sector.

Reasonably, it can be inferred that, in general, respondents in the education sector value more highly the existence of teacher training and their awareness of the use of vaccines, as well as the need for them to receive initial training on health education and vaccination at the mandatory levels. Likewise, it is the education sector group, that obtains highest means when assessing that parents know the consequences that coexistence with non-vaccinated peers could have on their children.

There are statistically significant differences in items P03, P04, P05, and P06, as well as in dimension D2, although the effect size measured by ANOVA per eta squared must be considered weak as it is less than 0.06, while in dimension D2 it can be considered with a medium effect as eta squared is higher than 0.06 [ 34 ].

3.4. Analysis of the Incidence by Human Development Index (HDI)

The sample distribution according to the HDI is unequal, since the highest percentage of participants belongs to group I1 = Very high (87.3%), being represented the group I2 = High by 8.5%, the group I3 = Medium by 3.1% and the I4 = Low by 1.1% (see Table 9 ).

Count by Human Development Index (HDI) for dimension D2.

In the ANOVA performed to analyze the differences in relation to the HDI, the results shown in Table 10 were obtained.

ANOVA for independent samples by Human Development Index for dimension D2.

The post hoc tests performed show that, in dimension D2 = Education and Teachers, the mean of the HDI group I1 = Very High, is higher than the rest of the groups, with higher means and indicating a trend towards the YES. Thus, it can be inferred that, in general, participants belonging to the HDI group I1 = Very High obtain higher means than the other HDI groups when assessing the adequate teacher training and awareness of the use of vaccines, as well as the need for them to receive initial training on health education and vaccination at mandatory levels. Likewise, it is the HDI I1 group, that obtains the highest scores when estimating that parents know the consequences that coexistence with other non-vaccinated peers could have on their children.

There are statistically significant differences in items P03, P04, P05, and P06, as well as in D2 dimension D2, although the effect size measured by ANOVA per eta squared must be considered weak, since it is less than 0.06 in items P05 and P06, while in items P03 and P04, eta squared is greater than 0.06, which is considered a medium effect [ 34 ]. In dimension D2, eta squared has a value greater than 0.14, so it can be considered a large effect [ 34 ].

3.5. Analysis of the Incidence by Continent

The sample distribution according to the Continent is unequal, since the highest percentage of participants belongs to C1 = Europe (83%), while the percentage of the rest of the continents is C2 = America (9.3%), C3 = Asia (4%), C4 = Africa (3.5%) and C5 = Oceania (2%) (see Table 11 ).

Count by Continent of the participating sample for dimension D2.

In the ANOVA carried out to analyze the existing differences in relation to the Continent, C5 = Oceania was excluded from the analysis, since the small number of participants from that continent prevents an adequate statistical analysis through the resampling techniques used in this study. The results obtained are shown in Table 12 .

ANOVA for independent samples by Continent for dimension D2.

The post hoc tests carried out indicate that, in dimension D2 = Education and Teachers, the mean of the participants of C1 = Europe is higher than the rest of the continents, with higher means and indicating a trend towards the YES. Consequently, it can be inferred that, in general, respondents from the C1 = Europe continent offer higher means than the rest of the groups from other continents when assessing adequate teacher training and awareness of the use of vaccines, as well as the need for them to receive initial training on health education and vaccination at mandatory levels. Likewise, it is the group that has the highest scores when estimating that parents know the consequences that coexistence with other non-vaccinated peers could have on their children.

There are statistically significant differences in items P03, P04, P05, and P06, as well as in dimension D2, although the effect size measured by ANOVA per eta squared must be considered weak as it is lower than 0.06 in items P05 and P06, while in items P03 and P04 and in dimension D2 it can be considered a medium effect as eta squared is higher than 0.06 [ 34 ].

3.6. Correlational Analysis

Table 13 includes Spearman’s matrix of nonparametric bivariate correlations, which shows a significant positive correlation between the variables SEX, AGE, HDI, CONTINENT, and a significant negative correlation of the variable SECTOR with the other variables of the study. All correlations, when presenting a correlation coefficient between 0.10 and 0.30 can be considered with a small effect size, except the correlation between the HDI variables, CONTINENT that when presenting a correlation coefficient greater than 0.50 can be considered a large effect size [ 34 ].

Spearman matrix of nonparametric bivariate correlations.

** Correlation is significant at the 0.01 level (2-tailed).

4. Discussion

The acceleration of technological changes affecting society, the economy and employment, and the consequent flowering of a complex set of opportunities and risks for citizens, organizations, and governments, make the decisive role of education and training in reducing the threats, and in implementing possibilities for economic development and employment more visible.

The fact that women show less reluctance to vaccination than men [ 35 ] may explain the higher score obtained by women when evaluating teacher training and a greater perception of parental awareness of the importance of vaccines. However, there are discrepancies regarding the influence of the sex variable on the perception of the usefulness and importance of vaccines [ 35 ], and this relationship has not been found in other studies [ 36 ]. The consequences caused by the global pandemic have highlighted the need for greater investment in education and biomedical areas. The effects of the SARS-CoV pandemic have been found to be closely related to the level of investment and development (R&D), so that one of the factors causing the epidemic to advance is the low number of vaccinated populations worldwide and their uneven distribution in these countries. Keep in mind that the ability to achieve group immunity only works for vaccine-preventable diseases, showing that vaccines are a profitable investment and promote an improvement in the quality of life, especially in the most disadvantaged countries. Therefore, as González-García [ 37 ] states, it is essential to invest more in research to generate strength in the face of possible biological threats and pandemics that may occur.

At the beginning of the pandemic, students at all levels of education in developed countries have not been greatly affected in the area of health. However, because education systems around the world are not prepared to respond adequately, containment measures adopted by governments have influenced their physical and mental health, nutrition, leisure, response to their schooling, attention to diversity, etc. [ 10 , 11 , 38 ].

The fact that participants belonging to the HDI group I1 = Very High obtain higher scores when assessing teacher training and parental awareness of vaccines, is in line with what has been repeatedly pointed out by Swaminathan [ 39 ], chief scientist of the WHO: that in countries with lower Development Index (HDI), the consequences are very serious, giving rise to situations such as mistreatment, violence, abuse, exploitation, and, especially, interruption of vaccination processes, etc. [ 40 , 41 , 42 ]. Consequently, the crisis has aggravated the existing problems associated with the precarious conditions in which many families and children live. Logically, the negative effects have been greater on children in countries with fewer socioeconomic resources and, at the same time, on those affected with personal problems such as disability, ASD, attention deficit hyperactivity disorder, etc. [ 10 , 43 , 44 , 45 ]. The results show that study participants from the European continent obtain the highest scores when rating teacher training and parental awareness of vaccines, as most countries in Europe are among those with the highest per capita income [ 46 ]. This is closely related to greater access to vaccines, better training, and more efficient design of vaccination plans. These data are in line with current COVID-19 vaccination data worldwide, where Europe has the highest vaccination rate [ 46 ].

It is important to point out that health education requires adequate prevention to promote healthy lifestyles and limit, as far as possible, the appearance of existing diseases and comorbidities. The results obtained by age group for the assessment of teacher training and parental awareness of vaccination show that those under 30 years of age obtain the highest scores, which contrasts with the lower predisposition to be vaccinated shown by younger people in other studies [ 43 , 47 ]. However, this coincides with the research carried out by Kreitzman [ 48 ], on the importance of health promotion in the workplace, with those under thirty years of age being the group that most demands training in health education and vaccination of teachers working at compulsory levels.

It should be noted that, as various ethnographic studies have shown [ 49 ], health is influenced by the social, economic, and cultural context [ 50 ]. Therefore, it is necessary to intervene in the context based on cultural identities and promoting healthy lifestyle habits. Consequently, it is essential that in countries with emerging, vulnerable, and low-income economies comprehensive policies of broad scope are implemented, given that their members lack resources and education, which reduces their capacity to overcome their vulnerability and increases social and economic inequalities.

Health education in the educational system is proposed as a specific topic in which health contents and models of healthy living that imply significant changes in health-related behaviors and in the formation of values oriented to the integral development of the personality are worked on. Logically, in order to achieve these objectives, teachers must be properly trained, classroom ratios must be lowered, and schools must be provided with the necessary resources. This requires the collaboration and training of families. In this line, it is worth mentioning the approval of different programs being developed in several EU countries offering various strategies to intervene and support adherence to vaccination [ 51 , 52 ].

This study has shown that the participants in the group: women, under 30 years of age, HDI I1 = Very High, from the European continent and from the educational sector, are the ones who most value the fact that parents know the consequences that their children may suffer when living with other unvaccinated children. It coincides with other research [ 53 , 54 , 55 , 56 ] on the need to improve the education provided to parents, enhance advertising campaigns and, at the same time, train teachers and health professionals to provide information on the importance of vaccination to families. Like the research conducted by Figueroa-Almaraz et al. [ 57 ], the importance of generating greater trust between teachers, families, and health personnel by providing truthful and complete information on vaccination is valued.

5. Conclusions

The results of the research highlight that education cannot be configured with the same approaches and tools of the twentieth century, because the new framework generated in the fourth industrial revolution has been creating new practices, forms of interaction, communication, and a greater sense of solidarity, commitment, and responsibility of all to achieve learning objectives.

In the research carried out, all respondents considered that teachers at mandatory levels should receive initial training in health education and vaccination, with the most favorable profile being woman, under 30 years of age, educational sector, very high HDI and European continent. There was evidence of the need for teachers to be properly trained to be facilitators of contexts that promote change and, in addition, facilitate the development of reflective and critical thinking so that all people have the necessary training to control their own health and discern scientific information from possible hoaxes or interested manipulations of reality [ 58 ].

The research has shown that a large part of the population has understood the need for vaccination from the earliest age and the need for teachers to be adequately trained on the priority of vaccination as the main measure for prevention and reduction of preventable diseases. Therefore, it is evident that teachers must be adequately trained to face the new challenges posed by the methodology of health education. It involves the use of space, time, and human and material resources, as well as communication relations, so that educational strategies are implemented in the different areas of action and relationship with health services. The aim is to progressively achieve, from the first educational levels, greater autonomy, and personal empowerment, in terms of health decision-making, as well as knowledge of the personal and social determinants of health. Likewise, the importance of the involvement of the entire community for interventions to be effective [ 59 ].

In short, it is necessary to emphasize that health is one of the essential values for society, so it is necessary to empower individuals and communities so that they can increase control over the determinants of health.

This study had several limitations. The non-probabilistic consecutive sampling or total enumerative sampling used until the desired sample size was reached decreases the external validity of the research. It should be noted that the elements of the sample did not meet the conditions established to be considered a normal distribution. Indeed, the distribution by sex, age, sector, HDI, continent, and country of the sample was unequal. Consequently, the bootstrap technique was used.

Similarly, another limitation that affected data collection was the coincidence with the onset of the COVID-19 pandemic. Therefore, the evolution of the processes linked to vaccination could have influenced the transformation of the opinions and perceptions of the participants in relation to the items of the questionnaire applied.

It is also necessary to include as a limitation of the study that the HDI could be weak in profiling and distinguishing respondents, because the socioeconomic status of the participants may not have a precise correspondence with the HDI established for their country of origin.

During the research process, several proposals for improvement became evident, such as expanding some questions related to previous training in health education. Likewise, stratified probability sampling should be considered to try to homogenize the variables in the sample population.

Author Contributions

Conceptualization, E.G.-T. and A.P.-R.; methodology, A.C.-M. and A.P.-R.; software, A.C.-M. and E.L.-P.; validation, A.C.-M., E.G.-T. and A.P.-R.; formal analysis, A.C.-M.; investigation, E.G.-T. and A.P.-R.; resources, E.L.-P. and A.C.-M.; data curation, A.C.-M. and E.L.-P.; writing—original draft preparation, E.G.-T. and A.P.-R.; writing—review and editing, A.P.-R., E.L.-P. and E.G.-T.; visualization, E.L.-P. and A.P.-R.; supervision, A.P.-R. and E.G.-T.; project administration, A.P.-R.; funding acquisition, A.P.-R. All authors have read and agreed to the published version of the manuscript.

This research has received assistance from the Scientific Research and Technology Transfer Project (SBPLY/000149) funded by the Ministry of Education, Culture and Sports of Castilla-La Mancha and European Regional Development Funds (ERDF) and from the EDUCALITY Research Group (2021-GRIN 31022).

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare that they have no competing interests.

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What Students Are Saying About School Vaccine Mandates, Nostalgia and Beachside Bliss

Teenage comments in response to our recent writing prompts, and an invitation to join the ongoing conversation.

By The Learning Network

Welcome to our weekly roundup of student comments on our recent writing prompts .

We asked teenagers whether schools should require students to get the coronavirus vaccine and we were impressed with the thoughtfulness and range of perspectives they expressed.

We also invited them to tell us about the things that remind them of their childhoods and to write the opening of a short story inspired by an image we titled “In the Waves.”

Thank you to all those who joined the conversation this week, including teenagers from Loveland, Colo. ; Hyattsville, Md. ; and Bentonville West High School in Centerton, Ark.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Should Schools Require Students to Get the Coronavirus Vaccine?

Los angeles requires vaccines for students 12 and older, the board of education voted, 6-0, to pass the measure, making los angeles the first major school district in the united states to mandate coronavirus vaccines for students 12 and older who are attending class in person..

“We are here today to discuss requiring all students who are eligible for the Covid-19 vaccination to be vaccinated, unless they have a qualified exemption or conditional admission.” “The bottom line for me, as an advocate of children and families and learning, is that the vaccine will help us avoid a winter like last year. The vaccine, for me and my family, has provided protection and to be able to just go on with our lives.” “I do not see this as your choice or my choice about my great-nieces and nephews and grandchildren or your children. I see this as a community necessity to protect the children under 12 who cannot be vaccinated.”

On Sept. 9, Los Angeles became the first major school district to require coronavirus vaccines for students 12 and older who are attending class in person. While some welcomed the decision, it has also resulted in pushback from vaccine-hesitant parents and students, and sparked a broader conversation about school-mandated coronavirus vaccination in general.

We asked teenagers if they think schools should require students to get the coronavirus vaccine. Do they feel such mandates are important to keep students safe? Or do they believe it should be up to individual families to decide?

Students Should Not Be Required to Get the Vaccine to Attend School.

I don’t think students should be forced to get the vaccine to attend school. I think students should have a choice.

— Hyan, Atrisco Heritage Academy High School

If mandatory vaccinations are used to limit access to education, then wouldn’t that be violating American ideals? If America is supposed to be the land of opportunity where destiny is in our own hands, then does it make since for a newly developed vaccine to hamper such basic rights? America is supposedly built on freedom, so how do mandatory vaccines reflect such pillars of our culture? Especially seeing as how this might violate practices of numerous religions…The country just isn’t ready for such enforcement.

— Tyler, Cass High School, White, Georgia

As a Californian, the Los Angeles vaccine mandate comes as no surprise; my own school district has followed rigorous mask and social distancing policies that don’t look to be letting up soon. There is no question to me that increased practices of public health safety are crucial in tamping down the coronavirus. I worry, however, about the absence of a government-approved vaccine for many of the students who now have to abide by the vaccine mandate. I don’t think that the district’s 12-to-15-year-olds should have to choose between attending school or receiving a shot that isn’t yet officially approved.

— Charlotte, Design Tech High School, CA

Vaccine Mandates Will Make Schools — and Communities — Safer.

Having such a mandate would not only lower the risk of bringing the virus home to loved ones, but also create a more comfortable, save environment for all students. A student’s mind should be on learning, rather than what door handles not to touch. Without context, I would believe this is unfair, however, if for example the measles vaccine is required, why not in this case? School systems have had no problems with requiring other immunizations, many of which that are no longer a widespread threat to kids. This must be done urgently; this can’t go on for much longer and change is needed. It’s not just lives that are at stake, but also futures.

— Jon, New York

While many argue that the decision should utterly belong to the guardians of each student, the resistance when it comes to the vaccine reflects ignorance toward the health of not only the people around the unvaccinated student, but the families that students go home to at the end of the day. I do not believe that the vaccine mandate is excessive. At the end of the day, Los Angeles is striving to keep each student and their community safe through the vaccine— an FDA approved medication.

— Clare, Glenbard West High School

I agree with the decision to mandate vaccines for schools. Mandates for other, less prevalent diseases, such as chickenpox, measles, mumps and polio are commonplace in America. I see no reason why Covid-19, a dangerous and widespread virus that has killed over 600,000 Americans, should be the exception to the rule. Vaccination is a no-brainer that will help keep students and faculty safe, inhibit the spread of Covid-19, and prevent future school shut-downs (which have had a negative effect on students academically, especially low-income students and students of color).

— Kaleia, VSN

For the most part, I agree, I think it’s for the best to keep students and staff safe. Requiring vaccines is not crazy because like it says in the article “‘All 50 states mandate vaccines for school attendance, such as those that protect against polio, measles, mumps, rubella and chickenpox.’”. These mandated vaccines prove that getting to a herd immunity works, and as always those who are anti-vaccination or don’t want to get the vaccine will find loopholes or ways to get around the mandate. So in the end I think mandating the vaccine is fine and the controversy surrounding it will slowly fade as it becomes more and more normal.

— Kyle, Connecticut

The Vaccine Should Be a Choice.

As someone who is fully vaccinated, I think it is important for everyone to get the vaccine. Although, I feel it should definitely be on your own terms. If you aren’t comfortable getting the vaccine because it hasn’t been government approved for your age group, then that is understandable. However, if it has been approved for your age group, then you should highly consider getting it. The vaccine helps put you at less of a risk of getting covid and spreading covid to other people. While I think getting the vaccine is the right choice, making the vaccine mandatory for schools could potentially be forcing someone to do something to their body that they’re uncomfortable with, and that is not ok.

— Krista, Valley Stream North High School

Although our country is currently struggling right now during the pandemic, I do not think it should be mandatory for students to receive the coronavirus vaccination and it should be an option. As someone who isn’t fully vaccinated yet I understand both sides of the argument. Even though a vaccine might help, no one is one hundred percent sure of the outcome yet. In the article, it states that “no coronavirus vaccine for children ages 12 to 15 has received full government approval.” This is something that many parents’ are worried about when thinking about giving their child the vaccine. This is why I think that the schools should not require vaccines for students.

— Brecken, Illinois

I don’t think students should be required to get the vaccine. I believe that getting it is a choice for the student and their family. If you feel the need to get the vaccine then by all means go and get it, but no one should be forced into getting it if they would not like it or if they feel uncomfortable with getting it. Everyone has the right to decide whether they want to get the vaccine or not, and by requiring it at school that would be taking their right away.

— Lauryn, Loveland, Colorado

Weighing Arguments For and Against Vaccine Mandates.

As I write this, the pandemic barrels on, ever more potent from the rise of the more infectious Delta variant. While safety is paramount in this time, another year of remote learning would have devastating effects in a generation of students. In schools, I both support and oppose vaccine mandates for students. I support them from a safety standpoint. Student bodies are packed into close quarters in hallways and classrooms. Given the size of the buildings we have, this is difficult to change. Masks improve our situation, but there is only one measure to truly keep us safe: vaccines. At the moment, they remain the most potent protection we have against the virus. While there are concerns for rare side effects, the observed long-term side effects of the coronavirus are far more daunting, statistically. However, I disagree with approach of a mandate. Forcing action only brews resentment, especially with the American culture prioritizing freedom. A better approach would be to offer the option of remaining unvaccinated, but with stipulations like weekly testing or only an online option. This maintains safety while encouraging vaccination—who wants to jump through all the hoops when couple of shots is the easy way through?

— Ethan, Glenbard West High School, IL

While the hesitation behind vaccinations is understandable, it should be made clear that the vaccines have been proven to do more good than harm. Schools are widely known to be crowded and can serve as a spot for COVID-19 to spread easily through students being the carriers. Parents worry that these vaccines will cause harmful side effects and endanger their kids and argue that vaccinations should be left up to individual decisions but, they fail to take into note that researchers throughout have scientifically proven positive outcomes on vaccine takers. Furthermore, with mandated vaccines, schools can finally return to being the safe learning environments they once were. We have the facts and we have the resources. Take it and keep those around you safe.

— Arunima, Valley Stream

I don’t believe that all arguments against the vaccine are equal. I do believe that some of the concern from black and brown people are valid since we do have a long of history of being exploited by the medical industry and those exploitations still have effects to this day, but I do believe that vaccines are a different story. There have been different vaccines developed and proven to work such as the measles and mumps. I don’t think that people who try to make this vaccine something political or conspiratorial without any basis or reasoning have any valid argument against the vaccine. I believe that they’re just trying to spread fear throughout the community which isn’t smart since people are already scared.

— Ariann, Valley Stream North

This uncertainty about the vaccine causes a lot of anxiety and confusion and makes people question whether it does protect us. This fear is not abnormal, when the first chickenpox vaccine was introduced in Europe, people were very doubtful and felt that it should not be mandated, but over time when people began to understand it, they were fine mandating it for their children. The coronavirus vaccine has been released to the public for such a small amount of time and that causes a lot of resistance when people are required to take something so new and untested especially when they believe it goes against the rights our country has provided them.

— Ellie, Bentonville West High School

What Things Remind You of Your Childhood?

In the comic “ Nostalgia, Inc. ,” Julia Rothman and Shaina Feinberg illustrate the story of a couple who opened a store to sell old things that remind people of their childhoods. We wanted to know about the toys, mementos and other memories that bring students back to their younger years.

They told us about basketball games, much-loved songs, hot air balloon rides, trips to visit family, “fish pancakes” and much more. We loved how their stories captured exactly what nostalgia feels like — wonder, wistfulness, and a bit of sadness for the years that, looking back now, seem so carefree.

The Places That Transport Us Back to Childhood Moments

The family-owned convenience store two blocks away from my house reminds me of my childhood. The owners have watched me blossom into the young woman I have become; they continue to do so to this day.

Every day after school, my friends and I would run to the market and grab all kinds of junk food. We’d always make sure to buy the following: Airheads Extreme, Hot Cheetos, Sunny D’s, and best of all, the business owner’s pre-cut mangoes. Whenever my dad had time in the mornings, he would take me and my sister to the convenience store; We would buy Rice Krispies and delicious Yoo-hoo chocolate milk.

Now, every time I enter the store, I still feel like that little girl watching all the adults playing the lottery as I place the same items I’ve always ordered on the counter. This convenience store will always be a memorable place to me. The place that will always bring me back to the times where the only concern I had was if the store was still in stock on my favorite snack.

— Ashley, Hyattsville, MD

I have been attending UNC basketball games since I was three years old back when I had to wear ear muffs at the game. Football games, camps, and even just walking around the campus streets bring a certain feeling to me. The overall intensity of the basketball games can lift up your spirit. The smells of Chick-fil-a sandwiches, hot dogs, and ice cream fill the stands. As I walk along the campus sidewalks with the cold winter breeze brushing against my face, I feel the nostalgia of all of my visits to the area.

— Joseph, Hoggard Highschool, Wilmington NC

Adventures From Long Ago

Something that is not a toy that reminds me of my childhood are utility poles and borders. Growing up I would always travel to Guatemala because that’s where I am from and where I migrated from. My parents made sure that I would never forget where I came from and my culture so we would go every year.

Since we did not have enough money for plane tickets we would make the long road trip over there. We’d travel in school buses to be able to take goodies from here to my family in Guatemala. Traveling on the bus meant it was a 7 day travel and the only thing me and my brother had as entertainment was pretending the utility poles were monsters. I remember sitting at the front of the bus with my brother imagining the poles turning into monsters and sometimes even my dad would join in, it’s so silly but I can remember it like it was yesterday.

Crossing the border also reminds me of my childhood because I would do it so often that it turned into a normal thing for me. All the migration checks, passport stamps and all the long lines turned into a huge part of my childhood. Now whenever I see a utility pole or cross the border all I think about are my childhood adventures to Guatemala.

— Dulce, Atrisco Heritage Academy High School

When I was younger I remember being so excited when I got to walk in the streets because there was too much snow on the road to drive. I remember asking my mom if this was allowed and being ecstatic when she said yes. Every time it snows heavily, when there is too much snow and there are no cars on the streets, I go out of my way to walk on them just for that reminder of when I was so surprised that I could walk through the streets.

— Ava, Julia R Masterman

Every windy, sunny day brings back childhood memories of my annual hot air balloon rides. Growing up, I would eagerly wait for spring to arrive, so I could finally ride in the hot air balloon. My older sister and I would always go on these rides together and it became a bonding experience for us…

When I stepped into the hot air balloon and it gradually started to lift upward, the wind, the air, the scenery felt unlike anything I had ever experienced. It was breathtaking and I was in awe of nature. A wave of tranquility and peacefulness had come over me and I knew at that moment I wanted to have similar experiences when I grew up. I knew I wanted to travel and see what else our world has to offer.

— Aayushi, Bentonville West High School

Objects That Symbolize Being a Kid

The living room was carpeted—this nasty supposed-to-be-white but somehow yellow and moldy carpet, that my mom could never manage to get cleaned. She vacuumed and hired cleaners, poured baking soda to absorb the rotten smell—every possible thing you could think of to try to fix a carpet. But it would not be fixed. While my mom hated that carpet, my siblings and I rolled around on it, did cartwheels on it, built blanket forts over it, and slept on top of it. That carpet was a luxury to my siblings and I. A place of comfort and adventures, no matter how gross my mom complained it was. I have not lived in a carpeted house since, so every time I walk into a friend’s house and feel the soft cushion under my toes, I am reminded of my elementary years, of care-free happiness, and that most of all that smelly old carpet.

— Cassidy, Hoggard High School, Wilmington NC

Each time I step into my garage and look upon the heap of storage to see our old Burley, I am reminded of a simpler time. The durable stroller could be attached to a bike or just pushed. I remember coming down with a cold in elementary school, then hopping into the Burley to to join my sisters on the walk to school as my mom insisted I should come never the less. The Burley reminds me of going to the library to pick out a movie. Then going back home, grabbing some blankets, and a dvd player for the ride to get comfy in the glorified stroller while my mom pushed me. We would play little word games on our walks. I could sit in that stroller and look up to watch the trees pass above me. The Burley was a vehicle to adventure.

— Celia, Glenbard West Highschool

Songs That Evoke Memories

Another thing that transports me back in time is the song “Somebody That I Used to Know” by Gotye. When I was little me and my Dad would listen to it all the time, and I loved that song so much(even though I didn’t quite understand what the song was about). I eventually forgot about the song, until one day a year or so ago, when I heard it on the radio, and then all of a sudden the memories came flooding back. I remembered singing it with my Dad in the kitchen, before bed, everywhere. It was just one song, but there were so many stories connected to it.

— Layla, J.R. Masterman in Philadelphia, PA

All of the nostalgic trinkets mentioned in the article don’t really pique my interest because I was either a fetus or too young to remember them while they were on the market. If the store sold Zhu Zhu Pets or a Barbie Movie VHS, then I may have been persuaded to spend my money. Even though these miscellaneous tchotchkes remind me of my pigtail-wearing-years, nothing takes me back like the eardrum-shattering song “Bodies” by Drowning Pool. If you’ve ever listened to that song, you are probably questioning my parents’ responsibility, but it is still a time-capsule of my childhood. My older brother was a sporty little boy, and before every game, he insisted on motivating himself with death metal. We all had a pregame ritual in which we would ask us to play “the mad song,” and we would all rock out in the kitchen. It may be too hard core for most 5 year olds, but every time I hear the artist scream the chorus, I am flooded by the warmest memories.

— Ava, Glenbard West Highschool

Foods That Conjure the Past

The smell of spices immediately evokes images of my childhood. Living in an Indian household meant that there was always a pot of something hot bubbling on the stove, constantly being stirred. You could hear it simmering and smell the delicious scents emanating from it. Cardamom, cinnamon, ginger, ghee, all those rich and complex aromas would float out of the kitchen and into the noses of hungry onlookers. Skilled hands seasoned every dish with care, and all had their unique taste and texture. Every time I smell spices wafting in the room, I am instantly transported to the bustling, lively kitchens of my childhood.

— Aparna, Hoggard High School

Every time I have pancakes, I am reminded of the family famous fish pancakes that my grandpa makes. My favorite food is pancakes, and when I was little, I ate them all the time. I would ask for them every breakfast and even for other meals. My grandpa is the best at making food in our family, and I love his pancakes. One morning, he was making pancakes for me, and I realized that one looked like a fish! We laughed at it, I ate it, and from then on, he has always made them for me.

— Abby, Illinois

When thinking back to my childhood, the item that stands out the most to me would be lemon poppy seed muffins. Before I moved we used to have a Port City Java at the end of our street. My mom made it a priority to take me and my brother there everyday before school to get hot chocolate and whichever sort of treat we wanted. Even with all the options there, I would go for the lemon poppy seed muffin every time. It was my favorite food and every time I eat one now it brings back good memories from my old house and hanging with my mom. It makes every lemon poppy seed muffin I eat nowadays feel special. Those were much simpler times where I didn’t have to deal with the pressure and stress I do now, so a muffin every now and then feels as if it’s taking all my problems away.

— Beau, Hoggard High School in Wilmington NC

What Story Does This Image Inspire For You?

We invited students to write the opening of short stories, memoirs and poems inspired by our Picture Prompt “ In The Waves .” The image brought forth emotional writing on themes such as the meaning of home, stress relief, adventure and sisterhood.

A Return to Home

I lived on this beach for most of my childhood. I remember hunting for seashells that had the hues of a sunrise lying underneath the golden sand. I remember chasing after those snow white seagulls, whose cries sounded like the laughter of raucous children reveling in their freedom. I remember searching for pieces of cold, translucent sea glass that sparkled like the light of the sun on the sea. After moving to New York, I lost all of that. No more seagulls, only pigeons who squawked at me as I made my morning commute. Yet coming back after all these years, that beach still looks the same. The sand is untouched, the shells are plentiful, and the sea is inviting. It’s good to be home.

Release From Stress

My therapist urges me to meditate frequently; she claims it will “keep me calm through the raging storm of life”. I’ve never really believed in that crap before, how can sitting criss-crossed and breathing heavy fix all my problems? Still, she remains adamant in her arguments -and, seeing as my mother pays for her to help me- I might as well give it a shot.

As the sound of ocean waves crashing down echos in my ears, I feel a sense of calm creeping up my spine, as though every muscle in my body is released from a tension I wasn’t even aware was there. In my head, I’m no longer failing my classes, or losing my friends; in my head im lying on the beach letting the water spray over my face and laughing as I taste the salty sea spray. In my head, I am happy, everything is perfect.

Now I understand.

— Rose, Glenbard West High School

Comfort of Crashing Waves

The soft crashing of the waves almost immediately calmed the girls, because even though it was bitterly cold and the wind was blowing hard sand against their feet, this is where they felt most at home. This is where they could forget the drama at school, the one missing homework assignment they can’t seem to bring themselves to do and the fact that all of them are dreading leaving for college in a month. They can let the ever changing problems of the real world disappear. The ocean, which was probably colder than the air, seemed like home. The water rushing over their ears, the crumbling of the waves and the bubbles on their skin. With each rush of the next wave, their shoulders dropped a little more, their heads cleared up and they seemed like they could breathe in as far as their lungs could possibly go, til they seemed like they were going to pop with content.

— Jane, Hoggard High School, Wilmington NC

Searching for Peace

Run from capture to an oasis Soft sounds float through the wind Splash into an abyss of freedom Surrounded by water But no longer drowning Breathing fresher air Presence of those who understand Break from all struggle Just us and the water Soft sand caresses wounds No wants or disappointments Swept away but not lost No pain just peace Drift farther out to sea Crash into stone surroundings Pulled back Struggle and fight Return to the start No water No peace Reality repeats

— Maileigh, Glenbard West HS Glen Ellyn, IL

Adventure at Sea

After being lost at sea for what seemed like weeks now, Justine and her crew had finally given up on finding land. They had ventured out to go scuba diving at the Grand New Zealand Reef, but after a terrible storm that pushed them off course and ruined the electronics on their small boat, all hope seemed lost. Their motor wouldn’t spin, they were running low on both food and water, and the navigation system had stopped working weeks ago. Everyone has accepted that this was it, they would never see their families again.

This all changed after Justine noticed a glimpse of what seemed to be a bird out the corner of her eye. Immediately she noticed, if there were birds nearby that must mean there’s land. Land was the answer to all their problems. There they could find food, take fresh water, and regroup before setting back at finding civilization. North they went, following the bird back to wherever it was going with the use of paddles to push the boat. Eventually they saw the outline of what looked to be a small uninhabited island. Once nuzzling up against the sand the three went to lay in the sand. It was land, something they thought they’d never see again.

Saying Goodbye

“It’s time, isn’t it.” I said, not as a question but as a statement. I got no response, only a weak whimper. I scooped him up. 100 pounds of furry joy in my arms as I held him like the first day I found him. I could feel it in him, that he wanted to go back, to where we met. I will oblige. I must oblige. The drive was silent, only the mum purring of the engine and his pained panting, as if he was an addicted smoker at the end of his line.

The sun was readying itself for its slumber when we reached there. It was empty, people abandoning the soft sand for their barbecues and beers. I felt the sand hot under my soles, like a million tiny suns warming my feet. Touching his head, I gently lead him to the side of a tree, not far from the water. He likes that. He laid down, that small exertion exhausting the energy he had. I sat next to him. My boy. My son. My life. The water, usually fierce, came softly, tenderly caressing his nose, as if it knew.

And just like that, we sat. I stroked his fur as the moon made its odyssey across the night sky as we simply smelled the sadness of the water, tasted the bittersweet sea breeze, heard the melancholy mourning of the waves.

I had found him here. In this exact spot. Maybe that’s why he loved the beach. Maybe it gave him a reminder of someone that loved him. Or maybe he did it for me. Maybe he knew I loved it here.

I don’t know when, but his body had long grown cold. The moon was gone, leaving its starry tears across the sky.

— Ashton, Glenbard West High School

The Joy of Sisterhood

It’s 5 am, and I wake up. The beach house filled with darkness, minus the glare of the new sun peeking over the horizon, streaming into the bedroom window from the balcony. Sweet cotton candy skies seared with tangerine gold, topped with feathery clouds. I look up and that’s all I can see. I hurry and wake up my sisters after I throw on my wet suit and snatch up my surfboard. I go downstairs, careful not to wake my mom, only to see her sitting on the back porch swing, the color of old oak, with her steamy hot coffee. I run off the deck, the sand seeping between my toes as I become slower from the resistance of its deepness. I hear a “Wait up!” from behind me, both sisters, charging like bulls toward me. I throw my board off to the side near the water and I lay on my back looking up at the most precious sky view. My sisters, in unison, lay down next to me just in time for a wave to creep up behind us unnoticed until, Woosh!, it sloshes over the crown of my head, to my shoulders, and hips, then my knees and pulling back out to sea it brushes each part of my body once more. The best feeling is having my sisters by my side on this beautiful morning.

— Hannah, Hoggard High School, Wilmington, NC

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Popular request:

How to write a vaccination research paper fast.

March 25, 2021

If you have just received your first vaccination research paper assignment, you probably don’t know what to do or where to start. This is probably why you are reading this blog, after all. Every semester, we receive hundreds of pleas for help from students in high school and college. They are struggling with writing an excellent vaccination research paper. In fact, many of these students are worrying that they might fail the class unless they get a top grade on their essay.

This is why we have decided to write this article. You will find information on how to write a paper about vaccination research. You will also get a list of interesting topics that should work great in 2022 (we also have COVID-19 vaccine topics there). Last, but not least, we will show you how to get a great example and give you a quick guide for writing a five-paragraph essay about vaccines.

Some Excellent Vaccination Research Topics

The best vaccination research paper outline, getting an example for your vaccine research paper, quick guide to write a vaccination paper, need more help.

Before you even start doing any research on vaccination, you should pick the topic of your paper. Truth be told, over 50% of all students pick the wrong topic. The problem is that you will most likely be tempted to choose a topic that’s very popular. The downside to this is that these same topics have probably already been chosen by some of your classmates. To make sure your paper is worthy of a top grade (and to make sure it stands out from the crowd), you need to find an original topic. The topic shouldn’t be too general, nor should it be too narrow. It should be about something of interest today. Also, you must find a topic that you have plenty of information about (to avoid spending days upon days writing the essay). To help you out, we have put together a short list of vaccination research topics:

The history of the vaccine
Are vaccines 100% effective?
Common side effects of Covid vaccination
Natural immunity versus vaccine immunity
Mandatory Covid vaccination
The impact of vaccination
How does a vaccine work?
Discuss the HPV vaccine
Write a vaccination position paper on influenza
Vaccination in African countries
ARN-based vaccines
The evolution of vaccination for Covid 19
Arguments against vaccination
Latest Ebola vaccination research
Arguments for vaccination
Should vaccination be mandatory for children?
Discussing the anti-vaccination stance
The effects of multiple vaccines
Links between Polio vaccines and the development of cancer
Do vaccines cause Autism?
Is vaccination research bad?

Check out our nursing research topics . You’ll surely like them.

Now that you have some interesting vaccination research paper topics to pick from, it’s time to talk about the vaccination research paper outline. It is very important to know how to structure your paper properly. The truth is that failing to do so will get you penalized quite badly. Let’s discuss the proper vaccine research paper outline in just two minutes

No matter what topic you choose (including coronavirus vaccination), you can safely use the five paragraph essay. Here is how such an essay would look like:

An introduction – first paragraph.
Body paragraph – second paragraph
Body paragraph – third paragraph
Body paragraph – fourth paragraph
A conclusion – fifth paragraph

It is definitely not difficult to write such a paper. However, we will provide you with a quick guide shortly. But first, let’s talk about getting you a good example; an example you can follow.

Let’s face it: finding good examples for a vaccine research paper can be difficult. Nowadays, the Internet is full of useless or poorly written content. In other words, you simply cannot trust anything you find online. Yes, it’s true that you may get a few hints on some website. Maybe get some interesting tips and ideas from online forums or blogs. However you will not be able to get a perfect example simply by searching on Google for it.

And no, reading vaccination research articles is not enough. You need a great example; an example you can actually use. The best way to get such a sample is to get in touch with us. Our professional academic writers can write a sample for you in no time. And the best part is that the example will be written from scratch just for you. We can even write an example paper about the vaccine for coronavirus, if you need one. You can, of course, use some parts of our sample in your own essay. After all, our sample will be 100 percent original.

It’s not enough to research a certain vaccination research term or to watch a few videos on YouTube. Writing an academic paper about vaccination can take days, even weeks if you don’t have anyone to help you. To make things a bit easier for you, we have put together a quick guide that you should follow. It outlines the basic steps you need to take to write the paper in record time. Here goes:

The first part of your paper is the introduction . In this section, you will have to provide a bit of background information about the topic. If you are talking about the coronavirus vaccine, it’s a great idea to talk about how it appeared, where it appeared, and what its peculiarities are. Also, remember to include the thesis statement towards the beginning of the intro.
Write three body paragraphs . Of course, you can write more, but 3 is the minimum for the five paragraph essay. Each body paragraph in your vaccination paper will discuss one single main idea or talking point. It’s a good idea to begin the paragraph with the statement and then use the rest of the paragraph to support it. Don’t forget to cite and reference works or students you use to support the statement.
Write a conclusion . This conclusion is the part where you basically wrap everything up and write the call to action. Provide a short summary of the most important ideas and show your readers how your research or analysis supports your thesis statement. If you want to include a call to action (for example, “my research shows that more research is needed to establish the exact cause of side effects A, B and C”), do so at the end of the conclusion.
Edit your vaccination essay . It’s very important to make sure that it is written logically and that the information is presented in an unbiased, objective way. Also, make sure you use connector sentences to transition from one paragraph to the next.
Proofread and then proofread some more . Did you know that over 80% of students lose points due to minor mistakes, grammar errors or simple typos? Why would you want to lose points when it takes you just 10 minutes to proofread your work?

We realize that writing a vaccination argumentative essay is not easy. We know that even finding a great topic can take hours of research. And the sad truth is that most students simply can’t rely on their professors for clarifications or any kind of help. Professors are too busy, so don’t expect any help. The great news is that our professional writer service with seasoned ENL writers, professional editors and expert proofreaders can help you with anything you need. Here are some examples of what we do for students each and every day:

Our writers can write a vaccination research paper in no time, even overnight. Instead of submitting the essay late and getting penalized, get in touch with us.
We can create a vaccination research paper outline for you, so all you have left to do is fill each section with great content.
Our experts can put together a new list of vaccination research paper topics just for you. This means you can pick any topic you like, knowing it will be unique.
We can edit and proofread your essay. In fact, our editors and proofreaders have extensive experience proofing academic papers about vaccination.
We can put you in touch with a medical expert, in case you need in-depth, well-researched medical information. It can make the difference between a B and an A+.
We can write you a paper about the coronavirus vaccine. Our experts are up to date with the latest news and information about the COVID-19 virus.
You can get tips and advice on how to improve your academic writing skills. One of our professional writers can take a look at your paper and suggest some improvements.

Bottom line, if you are tasked with writing a vaccine research paper and want to make sure your essay is worthy of a top grade, you should get assistance from a team of experts. We are here to help at any time of day or night. Get in touch with us now!

Take a break from writing.

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Essay on Vaccination Planning

Introduction:

COVID-19 is considered to be a severe pandemic situation that is produced negative consequences for all departments of the country including health department, education department, and economic development of the country. The companies faced several financial and management problems during COVID-19 due to which the establishment must have to focus on overcoming the severity of COVID-19 (Velavan, 2020). In initial phases, the government only made a plan to follow the precautions including the use of masks and sanitizers but it is not beneficial for producing long lasting consequences of COVID-19. Later on, vaccination plan is introduced by the health department on international level. The vaccination plan is beneficial to overcoming the effects of COVID-19 but the public is not ready to get vaccinated because of several reasons. The government has to manage these hurdles for the implementation of vaccination plan. In this way, the organizational communication is essential for the awareness of the people and efficiently implementation of the vaccinated plan (Velavan, 2020). In this report, there is a detailed discussion about the theories of organizational communication. Meanwhile, the barriers are also identified that influence the vaccination plan. The planning of government for the management of these barriers are also discussed in the report.

Theories for organizational communication:

Bureaucracy:

Bureaucracy is considered to be the backbone of the organization communication. It is the theory according to which the establishment use the impersonal skills for the explanation and implementation of the plans. It is found that the COVID-19 is a significant problem for the country because of its direct association with health department, educational department, and economic development. In this context, the vaccination is the only way to overcome the severity of COVID-19 (Maynard‐Moody, 2010). Therefore, the establishment use the power of bureaucracy for the awareness of people about the vaccination. The bureaucracy is mostly used by the countries on national and international level but there is a need of huge team, management, and resources for the implementation of plan by using the bureaucracy.

Acceptance Theory of Authority:

According to this theory, the authority has the power to make awareness or give orders if the subordinates willing accepted the orders. It is not allowed to the establishment to impose the plans but there is a need of people ‘s agreement for the implementation of the particular plan. The vaccination is essential for overcoming the severity of COVID-19 due to which the establishment makes a plan for the vaccination of the people. In this way, it is not allowed to impose the vaccination plan but the establishment have to aware the people about the use of vaccines (Zakour, 2007). Therefore, it becomes easy to produce fruitful consequences of the implementation the vaccination. The forceful implementation may lead to create severe problems for the whole country.

General Systems Theory:

The general system theory is referred to as the process according to which the establishment makes a comprehensive theory or plans for the progress and management of the company. In contrast, the people have to give solid and logical reason for the negligence of the theory or the plan made by the implementation. Therefore, it becomes easy for the establishment to implement the plans or communicate effectively with the organization by the adoption of general system theory (Lang, 2014). When the establishment has to make the vaccination plan for the management of COVID-19 then the plan should be focused on all the related factors, so it becomes easy to convince the people for vaccination rather than facing troubles for the implementation of the vaccination plan.

Barriers of communication preventing people getting the vaccine:

The theories are providing the framework to the establishment for make an effective plan for the management of COVID-19 by communication effectively with the target audience on national level. Meanwhile, the establishment faced some hurdles while communicating with the public related to the vaccination (Kimmel, 2007). Several barriers are faced by the establishment while the implementation of the vaccination plan but the following are the most highlighted barriers for the implementation of vaccination plan:

Physical barrier:

Firstly, the physical barrier is faced by the government. The establishment make the vaccination centers but not focusing on the disabled and old aged people. The number of people is increased in the vaccination centers due to which the company have to make more vaccination centers to overcome such physical barriers (DeRoo, 2020). Therefore, the government take immediate initiatives for overcoming the physical barrier. It is just because of rapid vaccination of the people for the sake of overcoming the severity of COVID-19.

Information barrier:

The awareness of the people is considered to be the major threat for the company. The people knew about the consequences of COVID-19 due to which they are not ready to make physical contacts and maintain the social distance and the related precautions such as the use of masks and hand sanitizer but it is not enough for the management of COVID-19 (Paul, 2021). There is a need of vaccination for the management of COVID-19 but the people don’t know about the physiology of vaccine due to which they are not ready for the vaccination.

Emotional barrier:

Some adverse effects of vaccination are faced by the people because of vaccination. In this way, the people are not ready for the vaccination and have the fear of sickness by vaccinating. The government made a standard of vaccination, so the people have to pre-checkup and follow-up that is helpful to manage the risks of the diseases and negative conditions because of getting vaccinated (DeRoo, 2020). Still, the people are not ready for the vaccination that is considered to be the big challenge for the company. The emotional association and mentality of the people can’t be easily changed because of the information and awareness of the people.

Attitudinal barrier:

The negative attitude of a particular group of people about the association of vaccinate and severity of COVID-19 is also considered to be a challenge for the establishment. The establishment aware the people about the importance of vaccine but the people with negative attitudes are misleading the people that is hurdle of awareness by the establishment (Paul, 2021). The people with negative attitudes are also have the logics against the vaccination of COVID-19 and establishment don’t have the authority to force the people for vaccination.

Cultural barrier:

The cultural difference is also considered to be a major problem due to which the huge target audience is not vaccinating because of cultural changes including language barriers. It is found that the UK is the developed country and people from the developing country come to UK for the sake of finding the good services but they don’t speak English efficiently due to which the establishment faced problem to aware such kinds of people (Artiga, 2021). They are the people that are also hesitating to get vaccinated because of cultural difference.

Government strategies to overcome these barriers:

The government is analyzing the barriers that has a direct impact on the vaccination plan. These barriers not only affect the vaccination plan but also has a direct impact on increasing the severity of COVID-19 (Burgos, 2021). In this context, the government also made the plan to overcome these barriers and produce positive consequences for the vaccination plan.

Firstly, the government has to make as much as possible vaccination centers for serving the people immediately rather than giving the time for vaccination. In this way, the government can also increase the rapidity of vaccination plan. Meanwhile, it is challenging for the establishment to again attract the target audience towards vaccination center (DeRoo, 2020). The establishment has to arrange the online webinars and sessions for the awareness of the people about the management of COVID-19 and importance of vaccination plan to overcome the severity of COVID-19. In this context, the description about the pathophysiology of COVID-19 is beneficial for the establishment. The people are struggling and confused related to the concepts of COVID-19 because of two fundamental reasons. Firstly, some people faced negative consequences in the form of blood clotting and related symptoms after the vaccination due to which the public has the fear of negative consequences (Paul, 2021). Meanwhile, some people also have negative attitudes towards the vaccination. They don’t have the firm believe about the use of vaccines that is also the factor to mislead the people about the vaccination. These entire hurdles can easily manage by the awareness of the people related to the management of COVID-19. The most important step that must have to take by the government is dealing with the cultural barriers. There is a huge number of people live in the UK comes from developing countries and it is not allowed to leave the country without following the guidelines (Artiga, 2021). Therefore, the government must have to arrange the specific services for international people that are facing the problems of culture and language.

Conclusion:

It is concluded that the successful implementation of the vaccination plan is beneficial for overcoming the severity of COVID-19. Therefore, the establishment has to focus on communicating effectively with the target audience. The theories for the organizational communication is helpful for the effective implementation of vaccination plan. The identification of the barriers is essential for the vaccination plan. Meanwhile, the government also have to make the plan according to the management of barriers.

References:

Artiga, S., Ndugga, N., & Pham, O. (2021). Immigrant Access to COVID-19 Vaccines: Key Issues to Consider. San Francisco: Henry J. Kaiser Family Foundation .

Burgos, R. M., Badowski, M. E., Drwiega, E., Ghassemi, S., Griffith, N., Herald, F., … & Michienzi, S. M. (2021). The race to a COVID-19 vaccine: Opportunities and challenges in development and distribution. Drugs in Context , 10 .

DeRoo, S. S., Pudalov, N. J., & Fu, L. Y. (2020). Planning for a COVID-19 vaccination program. Jama , 323 (24), 2458-2459.

Kimmel, S. R., Burns, I. T., Wolfe, R. M., & Zimmerman, R. K. (2007). Addressing immunization barriers, benefits, and risks. Journal of Family Practice , 56 (2), S61-S61.

Lang, A. (2014). Dynamic human-centered communication systems theory. The Information Society , 30 (1), 60-70.

Maynard‐Moody, S., & Portillo, S. (2010). Street‐level bureaucracy theory. In The Oxford handbook of American bureaucracy .

Paul, E., Steptoe, A., & Fancourt, D. (2021). Attitudes towards vaccines and intention to vaccinate against COVID-19: Implications for public health communications. The Lancet Regional Health-Europe , 1 , 100012.

Velavan, T. P., & Meyer, C. G. (2020). The COVID‐19 epidemic. Tropical medicine & international health , 25 (3), 278.

Zakour, A. B. (2007). Information technology acceptance across cultures. In Information resources management: global challenges (pp. 25-53). IGI Global.

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Are you searching for essay assistance or a legitimate company that can compose your essay? There are hundreds or even

Is a robot writing your kids’ essays? We asked educators to weigh in on the growing role of AI in classrooms.

Educators weigh in on the growing role of ai and chatgpt in classrooms..

Kara Baskin talked to several educators about what kind of AI use they’re seeing in classrooms and how they’re monitoring it.

Remember writing essays in high school? Chances are you had to look up stuff in an encyclopedia — an actual one, not Wikipedia — or else connect to AOL via a modem bigger than your parents’ Taurus station wagon.

Now, of course, there’s artificial intelligence. According to new research from Pew, about 1 in 5 US teens who’ve heard of ChatGPT have used it for schoolwork. Kids in upper grades are more apt to have used the chatbot: About a quarter of 11th- and 12th-graders who know about ChatGPT have tried it.

For the uninitiated, ChatGPT arrived on the scene in late 2022, and educators continue to grapple with the ethics surrounding its growing popularity. Essentially, it generates free, human-like responses based on commands. (I’m sure this sentence will look antiquated in about six months, like when people described the internet as the “information superhighway.”)

I used ChatGPT to plug in this prompt: “Write an essay on ‘The Scarlet Letter.’” Within moments, ChatGPT created an essay as thorough as anything I’d labored over in AP English.

Is this cheating? Is it just part of our strange new world? I talked to several educators about what they’re seeing in classrooms and how they’re monitoring it. Before you berate your child over how you wrote essays with a No. 2 pencil, here are some things to consider.

Adapting to new technology isn’t immoral. “We have to recalibrate our sense of what’s acceptable. There was a time when every teacher said: ‘Oh, it’s cheating to use Wikipedia.’ And guess what? We got used to it, we decided it’s reputable enough, and we cite Wikipedia all the time,” says Noah Giansiracusa, an associate math professor at Bentley University who hosts the podcast “ AI in Academia: Navigating the Future .”

“There’s a calibration period where a technology is new and untested. It’s good to be cautious and to treat it with trepidation. Then, over time, the norms kind of adapt,” he says — just like new-fangled graphing calculators or the internet in days of yore.

“I think the current conversation around AI should not be centered on an issue with plagiarism. It should be centered on how AI will alter methods for learning and expressing oneself. ‘Catching’ students who use fully AI-generated products ... implies a ‘gotcha’ atmosphere,” says Jim Nagle, a history teacher at Bedford High School. “Since AI is already a huge part of our day-to-day lives, it’s no surprise our students are making it a part of their academic tool kit. Teachers and students should be at the forefront of discussions about responsible and ethical use.”

Teachers and parents could use AI to think about education at a higher level. Really, learning is about more than regurgitating information — or it should be, anyway. But regurgitation is what AI does best.

“If our system is just for students to write a bunch of essays and then grade the results? Something’s missing. We need to really talk about their purpose and what they’re getting out of this, and maybe think about different forms of assignments and grading,” Giansiracusa says.

After all, while AI aggregates and organizes ideas, the quality of its responses depends on the users’ prompts. Instead of recoiling from it, use it as a conversation-starter.

“What parents and teachers can do is to start the conversation with kids: ‘What are we trying to learn here? Is it even something that ChatGPT could answer? Why did your assignment not convince you that you need to do this thinking on your own when a tool can do it for you?’” says Houman Harouni , a lecturer on education at the Harvard Graduate School of Education.

Harouni urges parents to read an essay written by ChatGPT alongside their student. Was it good? What could be done better? Did it feel like a short cut?

“What they’re going to remember is that you had that conversation with them; that someone thought, at some point in their lives, that taking a shortcut is not the best way ... especially if you do it with the tool right in front of you, because you have something real to talk about,” he says.

Harouni hopes teachers think about its implications, too. Consider math: So much grunt work has been eliminated by calculators and computers. Yet kids are still tested as in days of old, when perhaps they could expand their learning to be assessed in ways that are more personal and human-centric, leaving the rote stuff to AI.

“We could take this moment of confusion and loss of certainty seriously, at least in some small pockets, and start thinking about what a different kind of school would look like. Five years from now, we might have the beginnings of some very interesting exploration. Five years from now, you and I might be talking about schools wherein teaching and learning is happening in a very self-directed way, in a way that’s more based on … igniting the kid’s interest and seeing where they go and supporting them to go deeper and to go wider,” Harouni says.

Teachers have the chance to offer assignments with more intentionality.

“Really think about the purpose of the assignments. Don’t just think of the outcome and the deliverable: ‘I need a student to produce a document.’ Why are we getting students to write? Why are we doing all these things in the first place? If teachers are more mindful, and maybe parents can also be more mindful, I think it pushes us away from this dangerous trap of thinking about in terms of ‘cheating,’ which, to me, is a really slippery path,” Giansiracusa says.

AI can boost confidence and reduce procrastination. Sometimes, a robot can do something better than a human, such as writing a dreaded resume and cover letter. And that’s OK; it’s useful, even.

“Often, students avoid applying to internships because they’re just overwhelmed at the thought of writing a cover letter, or they’re afraid their resume isn’t good enough. I think that tools like this can help them feel more confident. They may be more likely to do it sooner and have more organized and better applications,” says Kristin Casasanto, director of post-graduate planning at Olin College of Engineering.

Casasanto says that AI is also useful for de-stressing during interview prep.

“Students can use generative AI to plug in a job description and say, ‘Come up with a list of interview questions based on the job description,’ which will give them an idea of what may be asked, and they can even then say, ‘Here’s my resume. Give me answers to these questions based on my skills and experience.’ They’re going to really build their confidence around that,” Casasanto says.

Plus, when students use AI for basics, it frees up more time to meet with career counselors about substantive issues.

“It will help us as far as scalability. … Career services staff can then utilize our personal time in much more meaningful ways with students,” Casasanto says.

We need to remember: These kids grew up during a pandemic. We can’t expect kids to resist technology when they’ve been forced to learn in new ways since COVID hit.

“Now we’re seeing pandemic-era high school students come into college. They’ve been channeled through Google Classroom their whole career,” says Katherine Jewell, a history professor at Fitchburg State University.

“They need to have technology management and information literacy built into the curriculum,” Jewell says.

Jewell recently graded a paper on the history of college sports. It was obvious which papers were written by AI: They didn’t address the question. In her syllabus, Jewell defines plagiarism as “any attempt by a student to represent the work of another, including computers, as their own.”

This means that AI qualifies, but she also has an open mind, given students’ circumstances.

“My students want to do the right thing, for the most part. They don’t want to get away with stuff. I understand why they turned to these tools; I really do. I try to reassure them that I’m here to help them learn systems. I’m focusing much more on the learning process. I incentivize them to improve, and I acknowledge: ‘You don’t know how to do this the first time out of the gate,’” Jewell says. “I try to incentivize them so that they’re improving their confidence in their abilities, so they don’t feel the need to turn to these tools.”

Understand the forces that make kids resort to AI in the first place . Clubs, sports, homework: Kids are busy and under pressure. Why not do what’s easy?

“Kids are so overscheduled in their day-to-day lives. I think there’s so much enormous pressure on these kids, whether it’s self-inflicted, parent-inflicted, or school-culture inflicted. It’s on them to maximize their schedule. They’ve learned that AI can be a way to take an assignment that would take five hours and cut it down to one,” says a teacher at a competitive high school outside Boston who asked to remain anonymous.

Recently, this teacher says, “I got papers back that were just so robotic and so cold. I had to tell [students]: ‘I understand that you tried to use a tool to help you. I’m not going to penalize you, but what I am going to penalize you for is that you didn’t actually answer the prompt.”

Afterward, more students felt safe to come forward to say they’d used AI. This teacher hopes that age restrictions become implemented for these programs, similar to apps such as Snapchat. Educationally and developmentally, they say, high-schoolers are still finding their voice — a voice that could be easily thwarted by a robot.

“Part of high school writing is to figure out who you are, and what is your voice as a writer. And I think, developmentally, that takes all of high school to figure out,” they say.

And AI can’t replicate voice and personality — for now, at least.

Kara Baskin can be reached at [email protected] . Follow her @kcbaskin .

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The Anti-Abortion Endgame That Erin Hawley Admitted to the Supreme Court

Somewhat lost in the debate around abortion pills and oral arguments that took place at the Supreme Court in FDA v. Alliance for Hippocratic Medicine on Tuesday was one deeply uncomfortable truth: The very notion of what it means to practice emergency medicine is in dispute, with anti-abortion doctors insisting upon a right to refuse treatment for any patient who doesn’t meet their test of moral purity. Indeed, the right asserted is that in the absence of certainty about which patients are morally pure, the doctors want to deny medication to all patients, nationwide.

In public, the plaintiffs in this case—a group of doctors and dentists seeking to ban medication abortion—have long claimed they object to ending “unborn life” by finishing an “incomplete or failed” abortion at the hospital. But in court, they went much further. Their lawyer, Erin Hawley, admitted at oral argument that her clients don’t merely oppose terminating a pregnancy—they are pursuing the right to turn away a patient whose pregnancy has already been terminated . Indeed, they appear to want to deny even emergency care to patients whose fetus is no longer “alive,” on the grounds that the patient used an abortion drug earlier in the process. And they aim to deploy this broad fear of “complicity” against the FDA, to demand a nationwide prohibition on the abortion pill to ensure that they need never again see (and be forced to turn away) patients who’ve previously taken it. This is not a theory of being “complicit” in ending life. It is a theory that doctors can pick and choose their patients based on the “moral distress” they might feel in helping them.

It should come as no surprise that the same judge who tried to ban mifepristone in this case, Matthew Kacsmaryk, has also attempted to legalize anti-LGBTQ+ discrimination in health care nationwide. This is the ballgame: weaponize subjective religious beliefs against secular society to degrade the quality of care for everyone. If you can’t persuade Americans to adopt hardcore evangelical views, exploit the legal system to coerce them into it anyway.

Alliance for Hippocratic Medicine is at once embarrassingly frivolous and existentially important. Don’t let the jokes about how silly the Comstock Act seems , or how speculative the theory of standing is, get in the way of taking a serious look at the claims on offer. The plaintiffs say they are terrified that one day, a patient may walk into their emergency room suffering complications from a medication abortion prescribed by some other doctor. This patient may need their assistance completing the abortion or simply recovering from the complete abortion, which these plaintiffs deem “complicity” in sin. And they say the solution is either a total, nationwide ban on mifepristone, the first drug in the medication abortion sequence, or a draconian (and medically unnecessary) set of restrictions that would place mifepristone out of reach for many patients. (The U.S. Court of Appeals for the 5 th Circuit ruled to reinstate those restrictions at their behest.)

It is a twisted line of logic, one that should never have reached the Supreme Court in the first place. But it is also a product of the court’s past indulgence of outlandish claims about moral “complicity.” As was made plain in the oral arguments and briefing, activist doctors are no longer satisfied with personal conscience exemptions already granted under state and federal law; they now insist that nobody, anywhere, should have access to the abortion pill, in order to ensure that they themselves won’t have to treat patients who took one. At a minimum, they say, they should be able to radically roll back access to the pill in all 50 states to reduce the odds that one of these handful of objectors might someday encounter a patient who took it. This extremist argument lays bare the transformation of the idea of “complicity” from a shield for religious dissenters to a sword for ideologues desperate to seize control over other people’s lives and bodies.

At oral arguments, several justices pressed Hawley, who argued on behalf of Alliance for Hippocratic Medicine, with an obvious retort: Why can’t her clients simply refuse to treat these hypothetical someday patients on the grounds that they cannot help end the “life” of a fetus or embryo? After all, federal law guarantees doctors the right not to have to provide an abortion if doing so is “contrary to his religious beliefs or moral convictions.” Justices Amy Coney Barrett and Brett Kavanaugh secured assurances from Solicitor General Elizabeth Prelogar, early in the arguments, that under no circumstances could the government force any health care provider to ever participate in an abortion in violation of their conscience. Justice Elena Kagan asked Prelogar: “Suppose somebody has bled significantly, needs a transfusion, or, you know, any of a number of other things that might happen.” Would the plaintiffs object to treating them? Prelogar said the record was unclear.

Hawley, who is married to far-right Republican Sen. Josh Hawley, then approached the lectern and cleared up any confusion: Yes, she insisted, treating a patient who has undergone a medication abortion violates the conscience of the plaintiff physicians even if there is no “live” fetus or embryo to terminate anymore. “Completing an elective abortion means removing an embryo fetus, whether or not they’re alive, as well as placental tissue,” Hawley told Kagan. So the plaintiffs don’t object just to taking a “life.” They also object to the mere act of removing leftover tissue, even from the placenta.

Of course, these doctors must remove “dead” fetal tissue and placentas all the time—from patients who experienced a spontaneous miscarriage. By their own admission, the plaintiffs regularly help women complete miscarriages through surgery or medication. Those women they will gladly treat. Other women, though—the ones who induced their own miscarriage via medication—are too sinful to touch. Before the plaintiffs can administer even lifesaving emergency treatment, they need to know the circumstances of this pregnancy loss: Spontaneous miscarriages are OK; medication abortions are not.

Justice Ketanji Brown Jackson, too, zeroed in on this admission. She told Hawley that she had thought the objection was to “participating in a procedure that is ending the life [of the fetus].” Hawley told her no: Any participation in an abortion, even through the indirect treatment of a patient without a “live” fetus, violated the doctors’ conscience. So, wait. What about “handing them a water bottle?” Jackson asked. Hawley dodged the question, declining to say whether helping a patient hydrate would constitute impermissible complicity in sin.

All this is reminiscent of Little Sisters of the Poor , a case about a Catholic charitable group that was afforded an exemption from the Affordable Care Act’s contraception mandate. The Little Sisters were asked to check a box signaling to the government that they could not comply with the mandate, at which point the government would step in to cover their employees. But the Little Sisters refused, viewing this action—the checking of a box to opt out of coverage—as “complicity” in abortion because it would in turn trigger government payment for contraception (which they viewed as abortifacients). The Supreme Court and the Trump administration ultimately indulged the Little Sisters’ claim .

Here, we have emergency room physicians asserting that they will not participate in lifesaving medical intervention unless they approve of the reason for the pregnancy loss. Presumably, if the pregnant patient is an unwed mother, or a gay or transgender person, the doctor would be similarly complicit in sin and decline service. Seen through this lens, since one can never know which sins one is enabling in the ER, each and every day, a narrow conscience exemption becomes a sweeping guarantee that absolutely nobody in the country can ever have access to basic health care, let alone miscarriage management. (Of course, these plaintiffs might focus only on one set of “sins” they see as relevant.) In a country effectively governed by Kacsmaryk and his plaintiff friends, a gay person suffering a stroke could be turned away from any hospital because of his sexual orientation, all to spare a doctor from a glancing encounter with prior sin. As Tobias Barrington Wolff, a professor of law at the University of Pennsylvania Law School, put it to us in an email, this unbounded view of complicity “is part of enacting the social death of people and practices you abhor, which in turn can contribute to the material death of people and practices you abhor.”

One of the most exhausting lessons of post- Roe America is that being “pro-life” definitively means privileging the life of the presumptively sin-free unborn—or even their “dead” remains—over the life of the sin-racked adults who carry them. This is why women are left to go septic or to hemorrhage in hospital parking lots; it is why C-sections are performed in nonviable pregnancies, at high risk to mothers; it’s why the women who sued in Texas to secure exceptions to that state’s abortion ban are condemned by the state as sinners and whores . And it’s why—in the eyes of the Alliance for Hippocratic Medicine — it is a greater hardship for a physician to “waste precious moments scrubbing in, scrubbing out” of emergency surgery, as Hawley put it, so long as they don’t believe that the emergency warrants their professional services, than it is for a pregnant person, anywhere in the country, including in states that permit abortion, to be forced to give birth.

At oral argument, Hawley explained that her clients have “structured [their] medical practice to bring life into the world. When they are called from their labor and delivery floor down to the operating room to treat a woman suffering from abortion drug harm, that is diametrically opposed to why they entered the medical profession. It comes along with emotional harm.” The emotional harm alleged here is that unless these doctors approve of the specific circumstances of the ER visit, they violate not only their own medical preference but also their religious convictions. But they will never truly know enough about the sins of their patients to be able to shield themselves against being a link in a chain of subjective lifelong sin. And to be a doctor, especially an emergency physician, should be to understand that your patients’ private choices and spiritual life are not really open to your pervasive and vigilant medical veto. This deep-rooted suspicion of patients deemed insufficiently pure for lifesaving treatment didn’t begin with the availability of medication abortion. It will assuredly not end there.

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