In previous articles, we have looked at the implications of the findings from our School Starters study for the early years sector, and the impact of the pandemic on children’s outcomes, with a particular focus on children with English as an additional language, and children’s physical development.
However, the disruption caused by Covid-19 not only affected children - it also had a significant impact on school staff.
Indeed, in a blogpost published last year, we discussed interim findings from the School Starters project about the implications for teachers and other staff.
Covid: Teachers’ wellbeing and mental health
In that, we detailed how, out of 58 schools across England that completed surveys in the autumn term 2020, 81 per cent raised concerns about both the short- and longer-term impact of the pandemic on school staff, commenting on the increased workload, pressures on staff energy levels and social isolation.
After the third lockdown in the spring term of 2021, 69 per cent of schools reported concerns about staff safety and wellbeing, noting that staff were exhausted and at risk of burnout.
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In a final survey carried out at the end of the school year, schools were reporting more concerns about the practicalities of running schools, with worries about staffing and resources, particularly in relation to “educational recovery”.
At this stage, concerns were also expressed about meeting the external expectations required by Ofsted inspections and statutory assessments.
How schools responded
In response to this, all schools were offering some form of support to staff, including signposting to mental health support, providing specific mental health and wellbeing training, and offering regular wellbeing check-ins.
Importantly, all schools were planning to continue this support moving forward, too.
These findings suggest that teaching at the height of the pandemic was, understandably, particularly challenging.
However, although normality is returning, Covid-19 restrictions have been lifted and infection rates are now far lower, emerging findings suggest that many of the problems identified in the School Starters study still remain.
Furthermore, as part of a new longitudinal study exploring the impact of the pandemic on children’s outcomes over a three-year period, we have carried out surveys and interviews with teachers and asked them about their experiences of this academic year.
As well as them voicing their continuing worries about children’s progress, concerns were still apparent about teachers’ mental health and wellbeing.
The upheaval caused by the pandemic has been significant and our data suggests that the situation in schools has not improved.
Morale and burnout
A key problem identified by schools is difficulty dealing with staff absences, and problems finding appropriate supply cover.
Lower staff morale and resilience was noted by some schools. However, expectations haven’t changed: teachers are required to “catch up” any learning that was missed and ensure that children meet the same standards as the pre-pandemic cohort, despite the massive disruption to their education caused by the pandemic.
Staff burnout continues to be a cause for concern.
Teachers have worked tirelessly over the course of the pandemic to ensure that all children have received the best possible education in incredibly challenging circumstances.
Teachers and headteachers have also reported feeling undervalued, and many have said they are considering their future in the profession.
These findings are in line with other research, which also identified teachers’ feelings of being undervalued.
Media misrepresentations
For example, in a study by Kathryn Asbury and Lisa Kim, from the University of York’s education department, teachers reported that they felt the media misrepresented the profession’s response to the pandemic.
When questions were raised by the profession about the safety of fully opening schools after the first national lockdown, the media response was negative, with talk of lazy and work-shy teachers.
In addition, discussion of learning loss and a growing disadvantage gap was interpreted as teachers’ failings.
Confusion over whether teachers were counted as key workers only served to emphasise the lack of appreciation of the work that teachers and school staff had done to ensure that children received an education.
Importantly, many of these issues existed before the pandemic but they have been exacerbated by the crisis.
What are the implications of these findings?
The most recent report from the National Foundation for Educational Research on the teacher labour market in England suggests that Covid-19 resulted in lower teacher turnover, higher retention and an increase in applications for initial teacher training, probably as a result of a perception of good job security in the profession.
However, applications have now fallen to pre-pandemic levels, leading to concerns of a recruitment crisis.
In addition, the Education Policy Institute reports that teacher retention is falling.
While the situation is clearly complex, the general picture that is emerging is one of continuing dissatisfaction with pay and conditions, coupled with an ever-increasing workload and concerns about mental health and wellbeing.
If we want to ensure that our children receive the best education possible and achieve their full potential, we need to look after the professional and highly committed workforce who work hard to provide it.
Claudine Bowyer-Crane is associate research director, education and skills, at the National Institute of Economic and Social Research; Sara Bonetti is director of early years at think tank the Education Policy Institute; Louise Tracey is a senior research fellow at the University of York; and Dr Dea Nielsen is a research fellow based in the University of York’s Department of Education
