Headteachers and their deputies have shared their frustration about the difficulties of online learning during the coronavirus lockdown.
The survey of 1,558 school leaders in Scotland finds 39 per cent saying that biggest barrier was low pupil participation, a higher figure than for any other factor.
The next most-cited barrier was “poor or no internet connection” (26 per cent).
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The findings come from a wider survey of 26,000 teachers by the EIS teaching union published last month, with a follow-up report focusing on school leaders’ responses being published this week.
Comments from school leaders included:
“I find that tailoring resources for online learning is much more time consuming than preparing a lesson to deliver to a class.”
“Children and families were given devices and remote support has worked well. Class teachers are engaging in online learning and also providing small group, individual and parental support.”
“It’s so difficult having my own children at home too. I want to be able to teach and support them but it is difficult to juggle with the workload from school.”
“I have been humbled and so very, very proud of the way my staff rose to the challenge of delivering a curriculum from their home with some of them also volunteering at the hub and juggling their own family commitments. The dedication they have shown to their classes at this time has been phenomenal.”
“It has been very difficult being involved in video meetings all day. Given that staff are working all different hours, messages, emails. Etc. start at 7am and finish about midnight. People are very demanding and expect instant answers.”
“Parents express the difficulties they face trying to direct their children to the online learning that the school has provided...access to Teams, Dojo, Google and Glow is very variable and real frustration has been expressed around connectivity.”
School leaders expressed concern about the difficulty of socially distancing in school, with one response suggesting it is “impossible” to ensure younger pupils follow the guidance.
Concerns were expressed about the mental wellbeing of pupils, difficulties in ensuring schools are being cleaned properly, and various issues affecting home learning, including difficult family circumstances, poverty and additional support needs.
EIS general secretary Larry Flanagan praised the “phenomenal” response of school leaders during the coronavirus crisis.
He said: “From working to establish new methods of education delivery to setting up and managing hub provision, to ensuring adequate support for the health and wellbeing of pupils and staff, senior management teams have experienced many unique pressures in recent months.
“It speaks to the dedication and commitment of headteachers and deputy headteachers that they have risen to these challenges to support teaching staff and young people across Scotland during the lockdown.”
Mr Flanagan added: “As the results of this survey indicate, headteachers and deputies have identified many challenges that must be overcome to enable this and the move to a blended approach to happen.”
