Vermont Bill Seeks to Prohibit Mask Mandates in Schools

A group of concerned Vermonters has introduced legislation aimed at ensuring that students, teachers, and visitors are never again required to wear masks in schools. House Bill 393, titled An Act Relating to the Prohibition of Requiring Face Masks in Schools, is now under consideration by the Vermont House Committee on Education.

The bill, crafted with assistance from National Health Freedom Action, was spearheaded by Amy Hornblas, a health educator and the director of Vermont Stands Up. Hornblas and other advocates argue that mask mandates in schools have imposed undue burdens on students, affecting their physical health, mental well-being, and social development.

“As a health educator, the negative impacts of making people wear masks in school are impossible for me to ignore,” Hornblas stated. “The hygiene and skin issues, the social development and speech impacts. Not being able to read my students’ faces to know how they are feeling, not being able to send encouragement with a smile. Then, of course, the numerous and largely unknown risks involved in long-term restriction of respiration, especially for growing bodies.”

Proponents of the bill argue that mask mandates were enforced without scientific evidence proving their safety or effectiveness in a school setting. According to Hornblas, neither the Vermont Agency of Education nor the Centers for Disease Control and Prevention (CDC) can provide conclusive research demonstrating that masks protect children in classrooms.

Concerns from Parents and Experts

The push for the bill stems from a growing frustration among parents and educators who have witnessed firsthand the impact of prolonged mask-wearing on students. A Vermont parent speaking at a school board meeting in 2021 shared concerns about the daily struggles his children faced due to mask mandates.

“I want [my kids] there with you [in school] and to have the chance to develop and be around their friends and everything, but I don’t want them to choke on their mask all day,” the parent said. “Our children complain about this… how they hate wearing the mask, how they get headaches. It’s just not good for them, and it is giving them social issues as well.”

Beyond parental concerns, experts specializing in public health and special education have raised red flags about the unintended consequences of mask policies. Megan Mansell, a former district education director specializing in special populations integration and personal protective equipment (PPE) compliance, has been vocal about the risks of masking children.

“Every mask you have ever seen on a child is unregulated, untested, and unsafe, with zero efficacy, fit, term of wear, or medical clearance standards. Zero,” Mansell stated.

Mansell previously spoke at The Forum to Assess the Respiratory Hazards of Masks in Burlington, Vermont, where she argued that believing masks prevent viral transmission in schools is a false assumption that could actually increase the risks for vulnerable students.

Dr. Vickie D. Master, a chiropractor and regional leader of Children’s Health Defense, also backs the bill, emphasizing how masks interfere with students’ ability to concentrate, socially connect, and maintain regular school attendance. “It’s time for officials to start considering what’s in the best interest of the students and faculty,” she said.

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Scientific Perspectives on Masking Children in Schools

Recent research and expert analyses have cast doubt on the effectiveness and safety of masking children in school environments. A policy analysis from the USC Schaeffer Center for Health Policy & Economics argues that there is insufficient high-quality evidence supporting the use of mandatory masking for children, particularly in preventing viral transmission. The analysis suggests that mask mandates may do more harm than good, especially when considering developmental and psychological effects on children.

A study published in SAGE Journals examined how face masks impact children’s ability to recognize emotions. The findings indicate that masks significantly reduce the accuracy with which children interpret emotions such as fear, sadness, and disgust. Since social interaction and emotional development rely heavily on facial cues, prolonged masking may hinder these critical aspects of a child’s growth.

Additionally, a systematic review in Archives of Disease in Childhood found little evidence to support child mask mandates as a meaningful intervention against SARS-CoV-2 transmission. The review noted that most studies examining the issue lacked the necessary rigor to draw strong conclusions, emphasizing the need for more high-quality research before implementing such policies.

These findings reinforce concerns raised by supporters of Vermont’s House Bill 393, who argue that requiring masks in schools lacks a solid scientific foundation and may have unintended negative consequences for students’ development and well-being.

Balancing Health Concerns with Freedom of Choice

Opponents of mask mandates argue that decisions about masking should be left to individuals and families, rather than imposed by schools or government agencies. While protecting immunocompromised students remains a key concern, advocates of the bill stress that mandates have not proven to be an effective or necessary solution.

Supporters of H.393 are now working to bring expert testimony before the House Committee on Education. They believe that an open discussion, informed by science and real-world experiences, will help lawmakers understand why mask requirements should not return to Vermont’s schools.

For those interested in supporting the bill, Vermont Stands Up has launched a petition to rally public backing for the legislation. More information can be found at VermontStandsUp.org.

Dave Soulia | FYIVT

#fyivt #NoMoreMandates #ProtectOurKids #HealthFreedom

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