Although the concern over Ebola has largely passed, similar events are inevitable. Very recently, the U.S. faced the possibility of a Zika outbreak. The possibility of effects on unborn children from Zika had the potential to generate questions and concerns among students just as Ebola did.

This study suggests that the majority of K–12 science teachers would discuss a topic like Ebola or Zika. It also suggests that sources of information tailored for teachers are lacking. In describing their Ebola instruction, most teachers cited websites of health organizations as their main source of information. These findings argue for policies and funding that support the development of materials specifically for classroom use.

From initiating the conversation to driving the discussion in class, student interest provided the opportunity for teachers to address Ebola in their classroom. Teachers should leverage student interest and use instruction to deepen students’ understanding of core science concepts and practices. Given time constraints for addressing required content, instruction should integrate students’ learning about core science concepts while engaging them with the science practices. Topics like Ebola and Zika offer opportunities for authentic exploration of key science ideas, with students asking questions, constructing arguments from evidence, and developing explanations.