"In the context of the Sars-CoV-2 pandemic, which spread globally in the spring of 2020, non-pharmaceutical interventions were implemented in almost all countries of the world to slow down the spreading of the pandemic. After a first phase with clearly invasive interventions in the everyday life of the population, completed in three steps in Germany during March (cf. Dehning, Zierenberg, Spitzner et al 2020), these measures were largely withdrawn during the summer. Currently, we are again in the midst of very profound interventions, as incidence levels of COVID-19 infection and disease have been increased rapidly. The issue of what role children and youth play in the spread of the pandemic in this regard and under what conditions educational and childcare facilities can be managed responsibly, and what consequences their closure would have for society, has been debated in very contradictory terms ever since (cf. Baumann 2020a, 2020b, Munro & Faust 2020). And the discussion seems politically, scientifically, and socially deadlocked. In this article, the authors try to reverse the view and the question and to put the needs of children, adolescents and families as well as the learning and developmental requirements into the focus of a possible pandemic management. This perspective broadens the view insofar as it enables a scientific discourse about consideration processes and criteria."
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