In the week before school closures, I sat in my office with a vulnerable Year 7 student who has significant special educational needs, a chronic lung condition and lives in an overcrowded home.

He has struggled with the transition to secondary school but has developed strong relationships with trusted adults and loves the security and routine of school.

That afternoon he turned to me and asked: “Do you think everyone will die from the virus, Miss? Do you think I will die?”

The Covid-19 pandemic has exposed our children and young people to unprecedented levels of trauma - and sadly our most vulnerable will almost certainly have been most affected.

As we plan to gradually reopen the school gates, we must not get lost in the “Covid catch-up” race to provide extra tuition and extend school days, but think long and hard about how we embrace the trauma challenge facing our pupils. So, how can we do this?

1. Autonomy for schools

The news the government will provide £1bn “catch-up” funding to schools is certainly welcome, even if met with scepticism by school leaders scarred by the free school meal problems and laptops for students debacle.

It is essential, however, that schools have the flexibility to use this money holistically and to provide extensive support for children’s mental health and emotional wellbeing.

At present, it’s not clear if this would be feasible, but schools should be given the ability to spend any additional funding in this way.

2. Communication

We must not underestimate the power of giving children time and space to talk about their feelings - something that may be hard for some having been desocialised over the past few months.

As teachers, we may be desperately focussed on curriculum catch up and exam preparation, but we need to balance this with our responsibility to look after children dealing with trauma.

While these competing needs will be felt acutely by all involved, the wellbeing of the children in our care must win out.

Ultimately, children whose mental health has been best supported are those who will be more academically successful in the long run - a win-win for everyone. 

3. Community

We mustn’t forget that not all children will be back in school before September, so the usual ways in which a school maintains its sense of community can’t happen for all.

For students who continue to be at home, the importance of belonging and feeling that they are part of something bigger than themselves is essential.

Some schools have found new and innovative ways of maintaining that sense of community during lockdown.

Social media can have a key role to play in keeping children, families and staff connected. Weekly or even daily social media challenges for staff and students can provide welcome respite from the doom and gloom of the daily coronavirus briefings.

Furthermore, tutor group emails and weekly phone calls home are an important way of keeping students connected to the school community. It all counts.

4. Closure

Beginnings and endings are important. For children with attachment issues, abrupt and sudden endings can have a long-term and devastating impact on their mental health.

More generally, though, secondary school students in Year 11 and 13 also saw their journeys terminated - with their years spent working towards formal examinations that suddenly disappeared.

None of the usual rites of passage for these students could take place, either - proms, leavers’ assemblies, signing shirts and group photos. For none of these to happen means that the brutal ending can feel like a bereavement.

As such, it is vital we plan to ensure that endings are managed in a way that does not add to our children’s trauma. 

After five or even seven years of attending school, it is essential students have the opportunity to say goodbye. 

5. Wider family support

We must be conscious of the increased stress, the experience of loss and the heightened anxiety of parents and carers as their children return to school.

Support systems must be put in place as appropriate and families met with increased patience, kindness and understanding. 

It may be that catch-up funding needs to be used creatively to ensure families are supported. Financial assistance to purchase uniforms and equipment could be vital for a family now living in extreme poverty. Again, clarity on this would be welcome.

We have never experienced this before, so there is no single way of getting it right. But we cannot ignore the reality that this has been a traumatic experience for many. And although the global pandemic is new to us all, trauma has been thoroughly researched. We must draw upon this field of expertise to ensure that we best meet the needs of our children moving forward.