Children across Scotland returned to school last week. For many, it was the first time they’d walked through the gates since March. Our children will have experienced a range of different emotions as they, and their teachers, adjust to the new measures put in place.
Local authorities, schools, headteachers and staff worked tirelessly during the lockdown to prepare for home learning. They were then asked to prepare for the full-time return of pupils for the new school year.
For children with additional support needs (ASN), the return to school might be a time of increased anxiety. The monumental change to their previous pattern, and a school day that doesn’t quite look the same, will have a significant impact on many who often find comfort and support in routine.
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Schools may face extra pressure as a return to education reveals a deeper level of need. Children who were receiving support with their learning before the schools closed may find they need different, or more, support to cope with changes to how the day or building is organised.
Or it may simply be that help is needed to manage the psychological, emotional and social impact of the last five months. Securing this support when schools are managing an extremely significant logistical overhaul will be difficult to achieve. Providing regular updates to parents, who will be anxious to know what is happening, requires additional time and resource.
As we know, the pandemic has had a significant impact on children’s lives and learning. Children may have been personally affected by coronavirus. They may be frightened about catching the virus themselves. Or they may simply feel uneasy about the change and the uncertainty which still surrounds a return to school buildings.
Some would prefer to stay at home. The school environment and navigation of relationships with staff and peers can be difficult at any time, and this situation will heighten any pre-existing or underlying anxiety.
We already know from the recent ASL (additional support for learning) review findings published during the summer that many children and young people who require some additional support already feel under-supported, misunderstood and under-valued. Lack of resources to adequately provide additional support for learning is a longstanding issue, often raised within the school community. Teachers, support staff and schools are likely to feel this pressure even more over the next few weeks as children require more or different support, and those who previously did not need additional support may now need it.
It is important also to remember that, just as schools have been given some autonomy in their delivery of the new school day, there will not be a one-size-fits-all approach for our learners.
Children who struggled to attend or cope with full-time schooling before lockdown may have been happier learning at home. Their experience needs to be heard and taken on board.
Blended or home learning is not without its challenges. This is true for most families where parents have taken on an educator role during lockdown. But for those where this approach has been successful, we need to consider how this could be explored and sustained.
We must learn from our collective experience in recent months and explore options that suit all learners as we try to stabilise and shape an inclusive post-Covid society.
Sally Cavers is head of inclusion at Children in Scotland.
Enquire - the Scottish advice service for additional support for learning - can advise families and school staff during this transition period. Visit enquire.org.uk for more information
