According to my Snapchat memories, last Saturday marked a year since I left school. I'd done my exams, laughed my way through my leavers’ assembly and had my shirt signed: all of the classic things that mark the end of secondary school. 

In the weeks that followed, I attended college induction and enrolment days, confirming that the course and institution I’d chosen were definitely for me.

But for my friends who are currently in Year 11, their memories on Snapchat this time next year will look very different. They’ll be reminded of the lockdown boredom, of slowly starting to enter the “new normal”. They haven’t sat exams or had the pain of sitting through an embarrassing leavers’ assembly, and they're definitely not getting a traditional prom – or the subsequent after party. 

They've had none of the typical activities that give that all-important sense of closure. Their last lesson at school took place on 18 March, something they found out to be the case just two days before.  

When September rolls around, and they start their post-16 journey, they will need more pastoral support from FE than ever before.

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I had planned to focus my blog this week on virtual inductions and the things that colleges could be doing to prepare Year 11 for next year. But as I was talking with some Year 11s about the ideas, it became clear that secondary schools also have a vital role to play in these final weeks of the summer term, to help ease the college transition. 

Some Year 11s feel as if they've been forgotten. They've not had classwork set, because, well, why would they? They've had one or two emails from their tutors, with a “Hope you're OK”. Any messages they've had about results day and grading have been vague, admittedly, often for reasons that aren't the faults of schools.

'She feels alone and anxious'

I spoke to a girl called Cara, who was keen to point out that, in the days immediately before lockdown, her teachers did great work to be as reassuring as possible in the circumstances. Rules were relaxed, formal lessons were written off and they grieved as a group for the loss of time. Cara couldn't speak highly enough of what happened during that time. But, she added, as time has progressed, her liaison with the school has slowed, and it hasn't started at college; she feels alone and anxious. She commends someone called Mrs C for putting together a remote leavers' dance video, and for recording her own assemblies. Cara says it's the first assembly she's actually listened to.

I then spoke to Liam, who had been head boy, and helped to put together some of the last-minute celebrations that he could enjoy with his friends and teachers. He echoed the view that communication from both school and college had been sparse, but agreed that it would be better to have fewer communications that were definite, and with detailed plans. He explained that – as with everyone – it’s frustrating not knowing what’s going on, or when. He told me: “The quick messages we get that are sent in a panic, make us panic – that’s not helpful.”

The last Year 11 I spoke to, Mia, mentioned the social aspect. She said: “Towards the last few days the teachers had been so helpful in keeping us up to date with their plans…and at the start of the lockdown period, there were several emails to touch base with students, yet as we draw ever closer to college there is a little less one-to-one communication with us from teachers. We all understand that this is an incredibly busy time for them, what with other year groups to teach and look after, however seeing as we haven’t had events such as prom yet (which has been postponed we just don’t know when to) our time at senior school doesn’t feel properly over. It would be nice to have a fairly constant one-to-one contact with a teacher/various teachers, and to make rough plans as to events we could schedule for leavers, for something to look forward to for those who are getting anxious or stressed during this time.”

Engaging with former students 

There was a common theme between every student I spoke to. They all said that it wasn't the fault of their teachers, or their heads of year, or a headteacher. They understood, and respected, that it's just a product of circumstance. They just have one wish: for closure. They want their school teachers to help them – properly – mark the end of their secondary experience.

As we move together in these unusual times, we need to be innovative. On Monday afternoon, I spoke at a Jisc webinar about shaping the future of online learning. Over 120 college leaders engaged with a panel of students to find out more about what works, and doesn't work, with online learning. 

Now it’s time for school leaders to engage with their soon-to-be-former students, to find out how they want to mark the end of secondary school -– even if that happens once social distancing is relaxed. 

Now more than ever, we need to be human and personal in our response.

Alfie Payne is a media student from Hampshire.