Schools will resume in some way or other in four weeks' time and a lot of the focus in education has been on the arrangements that need to be put in place. The need to address pupil underachievement has also been prioritised by the Education Minister.
However, it would be unfortunate if two recent interventions on the teaching of history in Northern Ireland schools were allowed to disappear into the basket marked 'yesterday's news'.
A study by the charity Parallel Histories identified differences in the teaching of history at GCSE level between the controlled and maintained school sectors.
This drew a response from the History Teachers Association NI and I was expecting that it might lead to some further discussion, but that did not seem to materialise. There were a few newspaper and television reports but that was it - and not for the first time.
It is an issue which drifts into the media periodically and then almost as quickly drifts out and disappears, only to reappear some years later.
It's not a new issue, but it is an important issue. Last year Dr Brian Walker wrote the book Irish History Matters, and that title sums it up. So are there differences between the two main school sectors?
One of the first political books I ever bought was The Price Of My Soul by Bernadette Devlin.
It was published in 1969 as Ulster was sliding inexorably into decades of violence. In it she described her days at St Patrick's Academy in Dungannon, "a proudly Irish school that owed its patriotic slant to the vice-principal, Mother Benignus".
She had come from a republican home but that republicanism was reinforced and validated in the school, and she recalled that Mother Benignus helped turn her into "a convinced republican". "We are Irish. We are proud of our history, our dead, our culture and our language."
The school taught an Irish nationalist version of history and clearly made a deep impression.
It is true that Bernadette Devlin was just one pupil in one school and this was her experience, but I have never heard any other pupil dispute what she said. So what role did schools play in the radicalisation of a generation of young nationalists?
I would suggest that it certainly had a lasting impact, judging by the number of letter writers to one nationalist newspaper for whom Irish history can be summed up in three grievances - "They stole our land, they starved our people and they shot our rebels… and that's it."
Of course there have been changes over the past 50 years but there are still significant differences across the school sectors.
The Parallel Histories survey highlighted difference, whereas the History Teachers Association highlighted ongoing change, but the acknowledgement of change is in itself an acknowledgement of difference.
Indeed, the differences were confirmed for me in 2018 when I took part in a number of panel discussions for the 50th anniversary of 1968. Several of the audiences included classes of children from both controlled and maintained sectors and their questions suggested that there were still differences in their approaches to history, especially our more recent history.
However, this issue is broader than just history as a subject, it is about the whole ethos and culture of schools. During a visit to a maintained school I was struck by the fact that it had performed a play about the life of the Irish rebel Robert Emmet.
That spoke to me of a school that was confident about the history, culture and identity of the school community.
Indeed, one of the key factors in this is a greater degree of cultural confidence in the maintained sector and a greater degree of reticence in the controlled sector.
At the top of the website of the History Teachers Association NI there is a quote from the Jamaican political activist Marcus Garvey: "A people without a knowledge of their past history, origin and culture is like a tree without roots."
Garvey died in 1940, but his words are still quoted widely today and the history teachers have made a very interesting and apt choice of quotation. It is one on which everyone involved in the education system would do well to reflect.