A recent report commissioned by ASCL confirmed what anyone who works directly with children in schools already knows: the effects of the Covid-19 pandemic are long-lasting and continue to challenge our current practices.
The report describes the challenge of responding to the different problems that are “marching up through the system year by year”.
Some of those problems identified include the effects of unusual patterns of early social contact and the day-to-day experience for children who were very young at the time of the pandemic. Research from last year suggests that in Year 3 there remains a notably larger proportion of very low-attaining pupils than seen before the pandemic (4.9 per cent compared with 2.5 per cent).
Meeting the challenge
These issues will have long-term implications for the education sector. The report suggests (and I agree) that responding to the constantly shifting, unpredictable challenges that arise will be a long slog, not a walk in the park.
The question is: do we have an educational system prepared to meet this challenge?
Research tells us that with early and effective interventions - and absenting any other disability - all children can learn to read. Multi-component interventions, including spelling, vocabulary and reading of connected text are required.
Some students will benefit from support in managing stress and building self-confidence as they tackle the challenges they face.
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But let’s not forget that the amount of intervention matters. Some students will benefit from continued intensive support throughout their education. But we cannot expect classroom teachers to include this in their daily routines.
Where are the specialists to provide this support? I mean the dedicated professionals who have spent their careers honing the expertise we now need. Who do we call on to help the poor readers who have not responded to any aspect of the phonics programme? Who can support secondary schools to ensure every student continues to learn to read and is able to read to learn?
During my 20+ years in education, I have witnessed the slow, unremitting unravelling of the systems of specialists and the loss of the tacit expertise these professionals possessed. The specialist literacy teachers who could assess, analyse, write and deliver bespoke interventions for a child are harder and harder to find.
The experts who understand the challenges of ensuring every student across the school accesses the most appropriate interventions are few and far between. Yet we are now in need of this knowledge more than ever.
Continuing to do what you have always done in the face of new and emerging challenges is madness.
In times of challenge, we look to the experts to help us. As we prepare for the long slog, we need to rebuild networks of knowledge and expertise to ensure we can respond to the unique unpredictability of the challenge ahead. One size never fits all.
Megan Dixon is a doctoral student and associate lecturer at Sheffield Hallam University
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