Using and applying educational research within schools is always beset by the problem of context. A piece of educational research is essentially a historical document, describing what happened at a given point in time.
A collection of studies brought together in a meta-analysis or systematic review summarises the effects over a wider number of studies, but they are still all dependent on the context in which they were situated - the time and place are part of the story they tell.
Consequently, we often depend on research conducted in the UK, so we can be confident that the context is similar to our own and we can focus on the details.
But how can we use research to support us when the context of the studies was so dramatically different from the world that we are living and working in at the moment? Suddenly, the context has become crucial.
That’s why a large mixed-method study, conducted by Gemma Moss and colleagues at UCL Institute of Education, has sought to explore the challenges faced by primary schools during the pandemic and consider possible ways forward. The study - “A duty of care and a duty to teach: educational priorities in response to the Covid-19 crisis” - sought to explore the immediate contexts that schools were operating in during the pandemic between March 2020 and September 2020, and to seek possible responses to these contexts, drawing on studies from across the world.
Contributing to this work was a systematic review, led by Sinead Harmey and entitled “Learning loss versus learning disruption”. This review summarised research exploring the implications of crises such as unplanned closures owing to weather events (Hurricane Katrina, for example) or health-related events, such as the Sars outbreak.
The review identifies three themes that have been salient for the school communities in affected areas as they managed the aftermath of the crises that hit them: community, curriculum and care.
The literature was synthesised into key recommendations within these themes that may be helpful for both teachers and school leaders as we continue to navigate our way through the pandemic.
First, the “community” theme recognises the essential role that schools, and school leaders, play in supporting the wider community to respond and adapt to new circumstances. The context of each school is crucial here.
Next comes the importance of a carefully crafted, responsive curriculum. Again, this must be informed by context; there is no “one-size-fits-all” approach.
Finally, the review highlights the importance of concerning ourselves with “care”: the mental health of our pupils, staff and the community around us.
As we teachers and leaders continually refine our responses to the pandemic, research like this will be powerful and important.
We do not have inexhaustible reserves of time, money or resilience. So, perhaps now is the time to do less, better, and to focus on the three Cs - community, curriculum and care - while always remembering that context is crucial.
Megan Dixon is director of research and development at the Aspire Educational Trust
This article originally appeared in the 15 January 2021 issue under the headline “In times like these, we must focus on what matters most”
