As we close out another school year, we ask: What is the most concerning issue in a world of educational worries? The COVID pandemic would seem to top the list, yet it should pass with full immunization. But what kind of vaccine will eradicate the viral disinformation pandemic that drives outlier extremist groups from white supremacists to American anti-government insurgents to anti-vaxxers? More powerful than a microscopic virus that requires human-to-human contact, disinformation and conspiracy theories  travel at the speed of light, with the power to infect millions in a few seconds.

Inevitably, they show up in classrooms, and teachers need to be prepared to deal with them when they do. We’ll get to help and suggestions from our online search, but first an overview of the cyber terrain.

Q: Perhaps the most insidious purveyor of disinformation today, an anonymous online entity known as Q, has been posting various “insider” bits of fantasy that are gobbled up by millions who have fallen under the poster’s cult-like spell. If you believe that a global conspiracy is protecting a cabal of Satan-worshipping cannibalistic world leaders, you have bought into one of Q’s stories. In spite of there being no evidence of any kind—no actual victims, perpetrators or charges have been revealed to date—millions have bought into this story, leading to mental health issues for many of them.

Possibly, no one we know might be directly affected by that kind of nonsense, but other, equally widespread, stories can be directly responsible for our physical health. Consider the widespread story that the COVID virus was developed as a biological weapon, and/or as a way to deprive citizens of their rights, and/or or as a prelude to a “One World Order” global socialist revolution. People who fall prey to these stories are all around us, refusing to adhere to government-mandated COVID protocols, citing them as infringing on their “freedoms.” As a disastrous third  wave sweeps the country, so-called freedom  protests are popping up everywhere; mask-less protesters gathering in large groups, risking becoming super-spreader events that can lead to you and me getting sick and even dying. Worse, they may prolong the pandemic, which can only be tamed if at least 60-70% of the population is vaccinated.

Dealing with conspiracists can be frustrating. Since they come to their beliefs without hard supporting evidence (none exists), they will likely not be dissuaded by evidence. How, then, to deal with those hapless souls when they end up your classroom—or in the teachers’ lounge? The web is replete with commentary. A few suggestions culled from the pile:

• What Teachers Should Do When QAnon Conspiracy Theories Come to Class – Writing for Education Week, Madeleine Will interviewed Adam Enders, a professor who specializes in conspiracy theories. She summarizes: “Instead of teachers trying to disprove a set of convoluted theories, Enders said a better approach might be teaching students how to spot misinformation. One recent study found that students are not well-equipped to judge information for its accuracy, relevance and quality. However, past research has found that simple interventions—like tips on how to discern real news from false information—can increase students’ ability to weed out fake news.”
• Combatting COVID conspiracy theories: Nova Scotia professors explain the science behind why some people fear vaccines – As posted on Saltwire, Laura Churchill Duke reviews Nova Scotian scientists’ explanations about fear of vaccines. Among these fears: that the vaccines contain nanobots to allow Bill Gates to gain more power, and that they will introduce a dye to allow people to be scanned for proof of vaccinations. She summarizes Kathryn Bell, a psychology professor  at Acadia University: “Bell says people see cause-and-effect relationships where there aren’t any. So, for example, if someone with COVID-19 symptoms drinks lemon juice and shortly thereafter notices their symptoms dissipate, they might falsely think it’s because of the juice, rather than considering it could have been the passage.”
• QAnon and lizard people: Connecticut educators grapple with teaching about conspiracy theories as they move further into mainstream politics – Amanda Blanco, writing for Courant, describes work by Connecticut educators to deal with students who bring conspiracy theories to class. She quotes teacher Anthony Roy, “‘How am I as a teacher supposed to say, Well here’s 10 other sources that say that that’s not true, when this person’s parent is saying this [theory] is the truth and the reality? … It’s really difficult for teachers to wade into that.’”  Roy recommends teaching students how to check sources, and to analyze bias.
• Finally, for a more detailed dive down the Q rabbit hole, see Wikipedia: https://en.wikipedia.org/wiki/QAnon. See also, the following clip from an HBO documentary that appears to reveal the identity of Q: a troubled young man drunk with power, who delves into the dark regions of the web and delights in his anonymous popularity. https://www.cnn.com/videos/media/2021/04/06/qanon-identity-hbo-filmmaker-ac360-vpx.cnn

On this less-than-cheery note, we wish you a mentally and physically healthy remainder of the school year, a summer to smooth your brow, and warm breezes to waft your cares away until the fall.

For other Research and Findings topics, please go to: https://nextgenedition.com/research-findings/