VIEWS & OPINION


Integrated community collaboration will be key to managing the fall out of COVID-19 bereavement in schools


Comment by PAUL HARRIS, Chief Executive Officer of The Tapscott Learning Trust


Schools should already have a bereavement plan in place to ensure pupils are well supported during such situations. Given the current pandemic and rising death count, schools need to revisit policies around bereavement and adjust the content to reflect current circumstances. Grief can, and currently is, affecting entire


communities across the UK, meaning it’s extremely important to come together. School’s can play a vital role in this unification, setting out a comprehensive plan that encompasses teachers, pupils and parents, to help navigate these difficult times. Effective communications The importance of regular communication cannot be overestimated and schools should be using traditional and innovative methods to communicate, staying in touch with families by post, email, social media – whatever methods are accessible. These open lines of communication will reiterate to parents and pupils that they are not alone, with education professionals able to assist them. This mindset should help alleviate fears, particularly for those dealing with grief during the lockdown process. Subsequent fear and anxiety when the world returns to normal


operation is also likely, so regular communications can help ensure these worries are dealt with carefully. A tailored approach beginning with staff A bespoke approach that fits the needs of individual schools is imperative, particularly because schools understand the needs of the communities they exist within. All schools and neighbourhoods are different, so there cannot be a ‘one size fits all’ approach. For education professionals, it’s important to remember that fellow


staff members are dealing with the effects of COVID-19 and may have suffered losses. As a result, many may not be able to return to school for several weeks, so there should be a plan for absences. It’s anticipated that some staff will remain anxious about COVID-19


even after lockdown is lifted. Therefore, it’s the school’s responsibility to alleviate these worries. For example, trying to adhere to social distancing rules in schools may seem like a near-impossible task, but early precautions should be taken so staff feel comfortable and safe. Education leaders must bring their staff together as a team, checking


everybody is well equipped, physically and emotionally, to deal with teaching demands. Working on creating a supportive environment for staff, where they are given the time to ease back into school life, is essential for a smooth transition when pupils return to schools. An immediate focus on wellbeing When it comes to managing the effects of COVID-19, there needs to be a nationwide focus on improving the population’s wellbeing. Teachers can be a huge influence in this area, particularly for pupils, but it’s worth remembering they are not mental health experts. Instead, a collaborative approach is required. Adults and children could develop social and emotional difficulties


because of lockdown, including anxiety, agoraphobia and attachment issues. Where this is the case, it may prove difficult to snap back into pre- lockdown routines, especially after getting used to a “new normal” or suffering loss. With this, there will be a great need for PSHE in schools, covering all age groups. School-wide initiatives that allow parents to get involved should also be encouraged. There’s no right answer for managing the effects of COVID-19 but


communities need to share best practices and overcome struggles together, particularly where bereavement and social anxiety is concerned. When the government starts to reduce lockdown, everybody should work together.


May 2020


Further education improves life chances


Comment by ALICE BARNARD, CEO of the Edge Foundation


The deputy leader of the Labour Party left school at 16 with no qualifications, studied part-time at Stockport College where she learnt British Sign Language and qualified as a social care worker. This led to a successful career as a trade union officer before she became an MP and member of the Shadow cabinet.


Angela Rayner was one of the fortunate ones. The State of the Nation 2018-19: Social Mobility in Great Britain report said: 'social mobility has stagnated over the last four years at virtually all stages from birth to work. Being born privileged in Britain means that you are likely to remain privileged. Being born disadvantaged, however, means that you will have to overcome a series of barriers to ensure that you and your children are not stuck in the same trap.'


We published our new report Our Plan for FE on 21st April 2020 to show what further education contributes to the economy and the community.


It offers a unique environment for lifelong learning. Colleges accommodate both mature and part-time students; apprentices and employees; those looking to move into management and small business owners; students on their way to university and people who are out of work. FE colleges help young people move from school to adulthood and there are twice as many disadvantaged 16 to 18- year-olds in further education as in school sixth forms.


In many parts of the country colleges sit at the heart of their communities, with close links to local companies. A research review commissioned by The Department for Business Innovation and Skills (BIS) in 2015 showed that FE opened doors for the most disadvantaged learners, especially with regard to education, employment, access to the professions, better earnings and second chances.


This sector is the hub for vocational training. Many FE lecturers are highly qualified with many years of experience in their field, offering students the opportunity to learn from industry experts, so it is shocking to hear that 42% of tutors are thinking of leaving the sector in the next 12 months. We need to stop this haemorrhage.


FE needs a new deal: a serious review of the recruitment and retention crisis and salaries that recognise skills and experience gained outside the education sector.


The sector has seen an increase in class sizes in recent years, reduced learning hours and college mergers. It has been beset with changes in funding and has frequently been viewed as a marketplace rather than an educational sector. You can understand why professionals in engineering, manufacturing, construction, law and finance would be reluctant to leave well-paid jobs for a more precarious career.


Colleges will undoubtedly play an increasingly important role in helping workers retrain or upskill in response to world events and technological developments, so the government needs to put in place the funding, the stability and a career structure that will attract the very best talent to teach the next generation.


www.education-today.co.uk 25


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