VIEWS & OPINION Teacher pressures


– blame Covid? Comment by BEN EVANS, Headmaster at Windlesham House School in West Sussex


With a new academic year on the horizon, the debate around growing pressures on teachers and staff shortages continues but is Covid to blame? Teachers have always worked long hours, it’s part and parcel of the job. Yet the pandemic has meant even longer hours each day in school, more planning and marking to complete at home, managing blended learning, undergoing school inspections and preparing children for exams have all added to the stress and have caused teachers greater levels of anxiety. Many staff have also had to deal with rising COVID cases in school again, supporting anxious children and parents and then switching to remote learning for certain year groups, all at very short notice. All perfectly achievable one might argue, but at the same time, energy draining, time consuming and another burden for teachers to bear. The pandemic will have undoubtedly led to some teachers reconsidering their career options and life choices. For some, the profession will have lost its appeal and there will be resignations from teachers and heads at all stages of careers. However, for the majority, they will (and should) reflect with a great degree of pride on how they have managed their roles during the pandemic and the high level of teaching, learning and pastoral care they have continued to provide throughout such challenging circumstances.


COVID can be cited as the cause for some of the current resignations from the profession, but it is not entirely to blame. For too many years, teachers have faced increased workloads and greater criticism from


society in general. In many cases, teachers are dealing with worsening behavioural issues and a general rise in specific learning difficulties requiring greater levels of specialised support. Salary increases have not matched inflation and whilst teachers may enjoy long holidays, these in themselves are not enough to mitigate the exigencies.


Many teachers have placed too much pressure on themselves without asking for help or seeking extra support. The day-to-day workload since schools reopened, has been higher and the demands on staff continue to grow. So how can we alleviate the pressure on teachers moving forward and support NQTs coming through? We have seen, over the last ten years or so, a lack of new teachers for certain subjects but for those wanting to teach in EYFS and primary years, recruitment is still holding up. It will, however, be necessary to attract greater numbers into the profession and the Government’s new starting salary for NQTs will undoubtedly help. Other initiatives will be needed to make the proposition of becoming a teacher an attractive and appealing one to young people in the future.


Staff will have become more skilled in the use of digital technology and will understand the value it can add to pupils’ outcomes. They will also continue to increase their skills in this area, which is a positive aspect for the future of learning. They will also understand themselves better; their ability to cope under pressure, to work collaboratively, be resilient and achieve fantastic results.


In general, schools have supported their teachers superbly during a very challenging period for everyone, much of it out of anyone’s control but there is always more to be done. Schools might want to consider ideas such as conducting a workload survey to identify the pinch points and then either provide teachers with help or change procedures to make the workload more manageable. It’s important to ensure teachers have easy access to external support such as mentors, counsellors and HR advice and are able to devote time to professional development that is supported by their school either financially or in terms of resource. Ensuring the school is a community within which all staff feel supported and valued is vital as is allowing staff enough time to talk to each other.


Levelling up – regaining the losses of lockdown


Comment by FLEUR SEXTON, Managing Director, PET-Xi Training


What does levelling up really mean? Schools have a huge task ahead, not only tackling learning loss and its impact on academic attainment and future opportunities, but even more importantly rebuilding connections with students, understanding their world view and addressing the issues that may be far more important to them than maths and English grades. Many students will start the new


academic year without having experienced and enjoyed familiar end of term traditions including proms, concerts, trips and having fun with their friends and peers - all of which take a toll on the students’ perceptions of self and school. The social and emotional losses of lockdown far outweigh academic achievement and it is typically the disadvantaged students that are hit the hardest.


So what can be done to redress the balance? • Pastoral care - needs to be at the forefront of the plan. Invest in professional development to increase the quota of staff trained in


September 2021


identifying and supporting mental health needs.


• Encourage a free flow of communication - students will need opportunities to process the changes that have happened over the past 18 months - they have been living without the usual support networks - with virtual communication many of the cues that teachers or social workers recognise face to face have been lost. Promote dialogue with parents – if there is an issue, don’t wait until parents’ evening, be proactive.


• Activate the support networks - check in with local agencies involved with students’ families – social workers, Pace (Parents Against Child Exploitation) and the police. Be aware that there may have been changes at home, an increase in violence, family breakups, lockdown in a chaotic household. Some students will not have had the opportunity to study at home, they may have been out on the streets getting involved with inappropriate peers and activities.


• Reinstate the routine - returning to school will provide many students with structure and security, but also create anxiety and stress. Nip disruptive behaviour in the bud, but be mindful that students may be turning up late or missing school because of continuing problems at home, it may not be in their control. Take time to hold conversations with them and find out the reasons behind their behaviour.


• Provide enjoyment - make life brighter and lighter with school trips, sports tournaments, drama and music performances, volunteering opportunities in the community - all the feel good activities that make good school memories. Academic or less academic, all students need these pathways to help support their mental health and wellbeing. Happy students learn better in school.


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