Lockdown: A Teacher’s Story

Up until recently I was a teaching deputy head at a 2-form entry junior school with a wonderfully diverse pupil body. As a school ‘requiring improvement’ we weren’t exactly oversubscribed, with an average class being around 26. 46% of our student body were entitled to ‘Pupil Premium’ during the last academic year and as with every school, there was no shortage of challenges.

“46% of our student body were entitled to ‘Pupil Premium’ during the last academic year.”

These challenges were in all our minds as the speculation of the initial national lock-down loomed. How would we ensure the well-being of our most vulnerable?  Given the reality of the digital divide, how could we maintain contact and teaching to the many families that would not have the technology or ability to access on-line learning? How would we meet the needs of our many families whose children would normally receive free school meals?  How could we effectively safe guard children who were potentially at risk and keep in frequent contact with them and their families?

When it was announced on Wednesday 18th March that schools would close that Friday, there still seemed so much to do to ensure we could meet the challenges and to make the transition from learning in school to home a relatively smooth one.

The photocopier had never been so busy! Before school and long after school hours, learning packs were prepared for those many children and families that either did not have internet access or a device to access on-line learning.

Systems were set up for keeping contact with all of our most vulnerable families. Rotas were organised for which staff would be in school week by week for the key workers’ and vulnerable children who would attend.  Additionally, we had to accommodate our staff who had family members at home and who would need to shield themselves.

Suppliers were sought for food packages the school would put together for our families in need – many of which were delivered by staff on a weekly basis long before food vouchers became available.

“Challenge after challenge was met but not without some impact on staff. “

Teachers work hard – strangely it isn’t always known just how hard they do work as much of what they do is hidden from the general public but the lockdown took matters to a whole new level.

As a staff we had an urgent staff training session on the Thursday evening in order for us all to get up to speed on Google Classroom – the gateway by which we were going to attempt to keep our children’s learning going at home. Overnight our teachers had to become proficient in a system (new to the majority) in order to try and provide some element of normality in what was to become extraordinary times for our pupils, their families, and ourselves.

Our teachers worked incredibly hard to get up to speed and leant on each other for support – both for technical issues and emotionally. The school had a staff WhatsApp group that became invaluable. We were incredibly fortunate to have two teachers on staff who were familiar with Google Classroom and who became the go-to people for questions and queries. A clear memory is of them selflessly supporting wherever they could, whilst continuing to meet their own teaching commitments.

It was certainly a stressful time and the impact was varied – some teachers struggled to balance their own children’s and family’s needs with the job whilst trying to work from home – something experienced by many families across the country. Our pupils who did manage to access online learning clearly expressed that they missed the support of being in school, but we felt our children proved to be remarkably resilient.

“Initially there was some novelty to the ‘new way’ but as time continued children did miss the emotional support of friends and the school community. It was also clear from the conversations with parents that the situation took an emotional toll on most of our families.”

As everyone continues to adapt to the impact of COVID, and as schools now remain open, the challenges have shifted.  Staff and I were concerned about those children who had disengaged from education during the remote learning. These children were often from more vulnerable groups. I can only hope they will return to re-engage with face to face teaching.

Children and parents also expressed their anxiety on how they could catch up educationally. The feelings of isolation, loneliness and uncertainty of the future were frequently expressed. The disruption caused to education through maintaining bubbles or entire bubbles having to self-isolate was significant.

Schools are now learning how to accommodate the government guidelines, including social distancing, whilst being ready to support online as well. It has certainly made teaching more difficult but as our schools have proven, not impossible. The whole school community has shown just how adaptive they can be and…

“…it continues to amaze me just how much teachers will do to meet the needs of their pupils.”

What is certain looking forward, is that schools now need to have well-being policies in place to ensure their teachers do not reach burn out as they juggle ever more responsibilities. Reducing any unnecessary burdens such as observations and work scrutinies, should be paramount.

“After all, ensuring the well-being of the teaching staff is for the benefit of the children and families that our schools are supporting.”

Some useful resources

Has the mental health and wellbeing of teachers in England declined over time? New evidence from three datasets. A report by the Nuffield Foundation on the importance of supporting teachers’ mental health

PSHE curriculum (resources) Mental health and emotional wellbeing lesson plans

Make it Count: Guide for teachers Guide on how to create a classroom and school environment where children can thrive with good mental health

Time To Change  Mental health resources for teachers on working with young people to create an open, supportive culture around mental health

Wise Up: Prioritising Wellbeing in Schools Young Minds campaign report calling for a change in government policy to ensure that schools have the resources and recognition they need to prioritise wellbeing and mental health