It is difficult to avoid the media storm over “catch-up” plans for school students. Sensationalist headlines bemoan “lost years” of learning and make much of the devastating impact that school closure is projected to have on our children’s mental health and economic futures.

Little do they seem to think, however, about the impact hearing such claims has on the young people themselves.

There is lots to be said about this whole idea of catching up - even the basic question of what it is exactly we’re trying to catch up with - and I do not aim to summarise the debate here. Instead, I want to draw some attention to the views of those who should be central to any decisions: the students.

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Their voices have been largely missing and they are angry about this. As Lewis, 14, writes, “the government only looks at the time we’ve been in a building rather than the work we’ve done and the effect the year has had on everyone”. So - to give some balance - I discussed the issue with 50 14-year-olds in my S3 modern studies classes. What follows is a summary of their views.

Firstly - they question the idea that 2020-21 has been a “lost year” of learning. While most would agree that they did little during the 12 weeks when school was closed from March to June, online learning in 2021 has been very different.

As Aimee points out, “We have iPads now and we go to live lessons with our teachers which makes sure that we don’t miss out on learning.” Akrit suggests that other skills have also been learned: “We’ve learnt lots about online communication and about digital applications. We’ve learnt life skills like how to organise our day and motivate ourselves.”

That said, others have found it more difficult to learn, citing distractions such as issues with their siblings, lack of quiet space to work and problems with concentration.

So, what do they think of the “catch-up” plans mooted so far? A quick survey showed that over 90 per cent were against plans to extend the school day, while almost all were against any plans for compulsory summer schools.

Sophie mentioned the negative impact that longer school days might have on mental health, while Tiegan suggested that “the teachers should ease us back into work instead of getting thrown in the deep end”. Madelaine stated: “The idea of running compulsory summer schools is absurd. We have already spent months inside doing work. It would be better for our mental health to be outside and talking to each other.”

But what would they like to see? It comes down to this: opportunities for social interaction. Most mentioned feeling isolated and missing their friends. As Akrit put it: “The government should focus on getting the human element back in our lives. The past few weeks have been like living in one of those dystopian sci-fi films where there’s no interaction between people, just endless computer screens.”

Suggestions that the government could fund sports, arts and other opportunities in the summer holidays for pupils to opt in to were very popular. These would allow young people to “talk to their friends and have fun”, said Andrew.

What better way could there be to prepare them to return to school in 2021 as happy, confident individuals with the motivation and determination to learn?

Olivia Drennan is a faculty head of social studies and citizenship at a secondary school in Scotland