I’ve been hoping that September is going to be different. I think we all have.

Although we have learned about the disruption that Covid causes for schools, September feels almost like a fresh start after the past two years.

Even the thought of potential normality is slightly intimidating, though. The prospect of not working in bubbles and having some of the restrictions lifted is exciting, but there’s a part of me that’s apprehensive. Not in the same way as before - I’m less worried about the virus. But, instead, there are a few practical aspects playing on my mind.

Already, there are murmurings of things not being completely normal. I get that it’s important to approach everything with reservation, especially considering the government’s track record on letting us down and changing its mind. But there’s still that vagueness, and the hope of being informed of any changes with enough time to act.

Covid: It’s the uncertainty that’s unsettling for schools

The reality, however, is that there are a few weeks left of school this term, and any setting up and implementation is going to be done under pressure during our break. That is, of course, on top of dealing with exam appeals and actually trying to recharge our dwindling batteries. 

My underlying anxiety doesn’t come from having to - let’s say - implement mass testing again. My anxiety comes from knowing that we may only be given a week to prepare for it. 

It’s that uncertainty that’s unsettling. I think teachers can be forgiven for this apprehension. Any level of reassurance would help not only with the planning but also with teachers’ wellbeing.

Besides the potential threat of normality not returning, there are some practical aspects of our job that have changed significantly during the pandemic. Come September, teachers may be teaching classes outside the bubbles they have had for the past two years. That means teaching different year groups, different ages and different abilities again. 

For me, the thought of a bit of variety is seriously welcome. But, like anyone, I’ve got reservations about how rusty I’m going to be on certain topics and in applying certain skills. Like an old bike, I’m sure I’ll soon get rolling again - but I can’t help but worry whether I can remember how to not make Year 7s cry. 

Will we forget what’s been lost?

Logistically, there is also the hope that things will be more simple. With students moving around more, teachers will hopefully be able to have their own spaces back. That’s a positive for many, but for others it may significantly change working habits. 

When teachers have their own space, it becomes easy to silo yourself, meaning you isolate yourself from others. In many ways, I’ve quite enjoyed being the one to move around and having the students stay in the same place. I like the variety and I think having my own classroom is overrated. Controversial? Maybe. Either way, it’s what I’ve got used to now, and breaking my habits is going to be weird.

There’s also an overarching shadow I feel following me around, which fills me with a sense of dread. It’s difficult to conceptualise, but with the return of normality, I worry we will forget what has been lost and missed during this pandemic. 

Students have had a disrupted education for two years and I worry that we will forget that too easily when some semblance of normalcy returns. We mustn’t.

The knock-on effects of this pandemic are not going to be short term. The impact is going to be felt for many years to come in schools, and we simply can’t just sweep the whole thing to the side. 

I’m not saying that we blame Covid for every data slump we see, or for every underachieving child. I just mean that we need to continue to fill the gaps and fix the damage.

In many ways, the pandemic has simply put what we knew of teaching in a blender and mixed it all up. It’s now about somehow going back to what we knew before, and piecing it back together - hopefully with some lessons learned.

Adam Riches is an assistant principal and senior leader for teaching and learning, specialist leader in education and head of English. He tweets @TeachMrRiches