Education in a Post-COVID World: Creating more Resilient Education Systems

Education in a Post-COVID World: Creating more Resilient Education Systems

by | BERA, NW 14 Communities, Families, and Schooling in Educational Research

Schools across Europe have been at the forefront of dealing with the COVID crisis since it began in 2020, coping with different systems of attendance, new methods of learning, and changing government guidance on how to operate. Many education systems have found themselves under pressure in these circumstances. Not all have fared well.  Data from our research[1] tracking how primary teachers in England responded to the disruption provides some insights into whether and how COVID-19 can lead to more resilient education systems. Revaluing local knowledge is a vital element in rebuilding, reconnecting, and reimagining education after the pandemic.

Our data shows that local knowledge provides a more accurate guide to exactly what the problems are and, on that basis, can help determine what the most useful next steps might be.

One key decision that governments faced at the start of the pandemic was whether to close schools or keep them open, at a time when governments found it was hard to judge the risks for children’s health and well-being. Many governments resolved this choice by looking at what others were doing first. 

Here in England, the government opted for closure during the first wave, with schools staying open only for children of key workers or those judged vulnerable. In June, just a few age groups were allowed to return. Since the start of this academic year, all schools were instructed to stay fully open, even in regions with the highest number of infections. Staff or pupils who fell ill and their close contacts were expected to self-isolate.

To cover gaps in provision, the government passed emergency legislation which gave schools “a legal duty to provide remote education for state-funded, school-age children unable to attend school due to coronavirus”. This decision has proved controversial in a system which is not equipped with sufficient digital devices and connectivity to ensure all pupils can benefit in this way. 

These decisions show how far politicians emphasised returning the education system to normal functioning as quickly as possible, fuelled by reports quantifying learning lost during the lockdown. Modelling the consequences of lessons lost, or volume of work returned has certainly created alarming scenarios of widening attainment gaps with severe consequences for the students involved. If teaching and learning are imagined as steady delivery of curriculum content to time and test dates, then “catching up” seems crucial. But is this the right reaction, or a product of insufficient local knowledge to make the right calls?

Research into teacher responses and priorities

By focusing our research on what was happening in real schools in real-time, we and colleagues at UCL Institute of Education have built a clearer picture of how primary teachers responded during the pandemic, their priorities as schools began to fully reopen, and the lessons learnt for the longer term. 

Our survey and interview data demonstrated that teachers were most concerned about pupil wellbeing.  On schools reopening, 76% of teachers thought pupil wellbeing was central with only 8% prioritising “Enabling students to catch up for missed learning”. Teachers thought parents’ priorities would broadly be in line with their own, with the benefits for children of socialising with their friends (54%) and the normality of settling back into school routines (65%) holding more importance than reassurance that children would catch up quickly in core areas of the curriculum (28%). Schools are about much more than curriculum delivery.

Strengthening school communities

Our research showed that teaching during lockdown was changing teachers’ perceptions of their school communities. Many teachers felt more aware of the impact of poverty on pupils’ lives, and recognised the difficulties some families experienced in supporting pupils’ learning at home. Feedback on home-learning highlighted the importance of creating tasks that children would enjoy.  Teachers worked hard to ensure that children without internet access had opportunities to learn offline. 

Many teachers working with our most disadvantaged communities played a key role in supporting families and communities by checking that families were not going hungry, that they had access to other avenues of support, where needed, and that the most vulnerable children were as safe as they could be. This kind of direct support for communities matters, yet it is often overlooked in the public debate on the value of education which frames it as a private rather than a public good.  

Looking ahead – the impact of testing and importance of community resilience

If the COVID crisis has revealed the depth of educational inequalities in societies where economic gaps have widened disproportionately, it can also lead to a re-evaluation of the good that schools can do. Looking ahead,

  • 77% of our respondents agreed with the statement, ‘If testing and inspection goes ahead as normal next year, schools serving the most disadvantaged communities will be unfairly penalised’.
  • 72% agreed ‘Schools have an important role in building community resilience that should be both recognised and funded’ and 73% considered ‘Primary education needs to begin again, with a broader definition of curriculum values and purposes’.
  • Only 4% thought ‘The best approach to supporting children through the crisis is ensuring they reach the expected standards in KS1 and KS2 assessments next year’.

Our research tells us that a narrow focus on repairing test scores is counter-productive. Slower processes of recuperation create firmer foundations for future learning, particularly when they build upon the knowledge teachers have gained from working with their communities during a period of disruption. 

Revaluing local knowledge is a vital element in rebuilding, reconnecting, and reimagining education after the pandemic.  Research can help in making more visible the voices of teachers and their communities and thus creating more resilient education systems.

References and Further Reading

[1] The research project, “A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis’. Funder: UKRI/ESRC Rapid Response to COVID call, project no. ES/V00414X/1. Researchers: PI: Gemma Moss. Co-Is: Alice Bradbury, Sam Duncan, Sinead Harmey, and Rachael Levy.  See 

Professor Gemma Moss

Professor Gemma Moss

Professor of Literacy, UCL Institute of Education

Gemma Moss is Professor of Literacy at UCL Institute of Education and Director of the International Literacy Centre.  She has written extensively about the evolution of literacy policy, gender and literacy, assessment, and the emergence of new knowledge networks in education.  She was a member of EERA council between 2016-18.

Dr Alice Bradbury

Dr Alice Bradbury

Associate Professor of Sociology of Education, UCL

Alice Bradbury is Associate Professor of Sociology of Education at UCL Institute of Education and Co-Director of the Helen Hamlyn Centre for Pedagogy (0-11 years). Her research focuses on the relationship between policy and classroom practices and subjectivities in primary and early years education.

Caring for Those who Teach Online – Reflections from a Virtual Staffroom

Caring for Those who Teach Online – Reflections from a Virtual Staffroom

by | ESAI, General, NW 1 Professional Learning and Development, NW 26 Educational Leadership

When schools and higher education institutions closed their doors in March 2020, some of the implicit and informal supports for teacher educators disappeared. As teacher educators migrated to new modes of teaching and learning, institutional supports such as IT upskilling, educational technologies, professional development, and assistance from HR were provided. However, many staff commented that the burden of the expectations placed on them often exceeded what they felt capable of responding to in a personal capacity. With this as the backdrop, I want to reflect on how staff in one institution developed more informal ways of supporting each other and building community in a time of isolation and fragmentation.

The imperative to create what Noddings calls ‘a climate in which caring relations can flourish’, and through which a sense of belonging can be maintained, led to us setting up a virtual staff room. The staff room doors opened for a coffee break from 11.00 to 12.00 every morning. To date, this has happened on over 120 occasions with more than 90 colleagues engaging in the staff room at different times. This casual drop-in space was hosted on Zoom with a reminder sent to all staff ten minutes before the room was opened. The live interaction was supported by emails, phone calls, and some shared photography and cooking projects.

As with any staff room, the tone was set by the people in the room at any given time.  Ultimately what emerged was a supportive conversational space which broke down barriers as people swapped the small details and intimacies of everyday living and allowed colleagues glimpses into one another’s lives. This online space was characterised by a framework of CARE: a space for free-flowing conversation on a range of topics from the sublime to the ridiculous, attention to each other, deepening relationships with colleagues, and an increasing empathy as we observed something of each other’s homes and family lives. What we learned from the virtual staff room is that each element of this framework of CARE has to be supported by a number of integrated principles for practice: presence, production, performance, persona, personal, pastoral, and peer-to-peer. 

Presence: Developing and maintaining a supportive space for conversation demands the fully engaged presence of the host in the virtual space. The host cannot dominate the conversation but will have to facilitate it. The continuity of having the same host, meeting at the same time, and sending a regular reminder, offered people a sense of assurance that some things stayed the same. As one colleague noted: ‘Just knowing that there are opportunities like this to connect goes a long way to help you feel more connected right away’.

Production: We learned that there should be no agenda or expectation of having to engage in quizzes or activities so that participants have the chance to ‘switch-off’ from having to do something. Participants wanted to ‘be’ with each other rather than to ‘do’.

Performance: Some personality types were comfortable adopting a virtual persona and spoke comfortably to the camera in the early stages of the virtual staff room, whereas it took others time to be comfortable in the space. Trying to ensure that all participants can be seen on one screen is vital for bringing quieter participants into the chat.

Persona: During the early weeks of meeting each other, there was a sense that participants were conscious of performing for the camera and projecting a positive persona. This mitigated against revealing what was really happening for them. Empathic conversations ensued when someone risked saying that things were not going so well for them.

Personal: The host has to ensure that people are introduced to each other as many colleagues may not have met in real-life. Deepening relationships in a CARE framework means that the virtual staffroom welcomed children, partners, and pets and provided glimpses of each other’s homes and gardens as part of caring for each other. In the words of one participant: ‘I like meeting people’s children and pets and seeing their homes and gardens – makes me feel more connected.’

Pastoral: Taking a CARE approach to hosting the virtual staff room will occasionally draw the host into providing pastoral support for some participants. CARE will sometimes call for actions that we might not have anticipated.

Peer-to-peer: CARE is ultimately a peer-to-peer activity based on the realisation, again in the words of a participant, ‘that we are in this together, I look forward to seeing the familiar faces.’ The virtual staff room extended people’s social network by creating new links and new modes of engagement between colleagues.

 

What began as an informal approach to caring for staff and keeping us connected with each other, the virtual staff room has become an example of how taking a CARE approach to an online space can provide a positive space for conversation, characterised by empathic attention to each other in our evolving relationships.

The door remains open, and the kettle is on.

Dr Sandra Cullen

Dr Sandra Cullen

Assistant Professor of Religious Education, Dublin City University

Dr. Sandra Cullen is Assistant Professor of Religious Education at Dublin City University where she specialises in second-level religious education. As Director of the ICRE (Irish Centre for Religious Education) she supports research and teaching in religious education in a variety of contexts. She is the APF (Area of Professional Focus) leader for Religious Education on the Doctor of Education Programme at DCU, and serves on the Executive of EFTRE (the European Forum for Teachers of Religious Education) and on the International Advisory Board of the Journal of Religious Education.

The Effects of COVID-19 Lockdowns on Children’s Education

The Effects of COVID-19 Lockdowns on Children’s Education

by | SERA

The theme of the ECER 2020 conference was Educational Research: (Re)connecting Communities. This focus was initially prompted by the concerns about the potential effects of Brexit and other fractures in communities in Europe. The conference aimed to interrogate the capacity of educational research to address the complexity of the challenges that are encountered in connecting and reconnecting communities in contemporary Europe.

The effects of Covid-19 and the consequent lockdowns that swept across Europe and the world led to further, more extensive, fractures and disconnects across Europe. Schools, universities and workplaces were closed. There were severe restrictions on travel and movement around Europe.

As the Covid-19 pandemic and the lockdowns continued, a number of serious issues arose for children and the continuation of their education in Scotland. For many children and young people, school became an online engagement with teachers. The use of platforms and materials and the frequency of contact varied across Scotland’s 32 local authorities with learning resources provided by schools, media companies and commercial companies.

 

The Effects of Home Schooling

Recent research indicates that the move to learning at home for the majority of pupils led to mixed results for pupils, parents and teachers. Some parents and carers became anxious about adopting a greatly enhanced role in supporting the formal education of their children in the home. The formal education of children is normally assumed, almost exclusively, by highly qualified professional teachers in a school setting. There were not always sufficient resources at home to support formal home learning.

The effects of digital poverty, or digital exclusion, became apparent as awareness grew that some families did not have adequate equipment or even access to the internet to support their children in online learning. Not all members of the teaching profession had the skill set for the sudden move to online teaching and learning and, like many other professionals, had to upskill. Further, all teachers had to spend a substantial amount of time preparing and implementing online learning. There was serious disruption to the exam diet for senior pupils and a highly publicised reconfiguration of assessment practices leading to a controversial recalculation of grades for the major public examinations.

All of this unfolded in the context of serious concerns about rising levels of child poverty pre-COVID-19 and further increases as a result of job losses during lockdown. This situation contributed to a rise in food insecurity for many families and more families now seek free school meals for their children and access food from foodbanks. The effects of the rising levels of child poverty will have consequences for the physical and mental health and well-being of the children and young people.

 

The New Normal

There are other ways to view the outcomes of the lockdowns. As we came out of lockdown and schools resumed, ‘The New Normal’ was a phrase that came into current use. An important aspect of ‘new normal’ is the new knowledge, which will inform any altered concept of normality. New knowledge can emerge through any number of activities, but typically, it is the result of sustained engagement with others, materials and contexts during which we come to assimilate the nuanced experiences and perspectives of others in a new way.

 

Positive Effects of the Lockdown for Learners

Children and young people will have had a range of experiences of lockdown. As a result, they will have developed new knowledge about themselves as learners. There are likely to be pupils who will have experienced ‘schoolwork’ differently in a positive way; who have engaged with their learning at their own pace and on their own terms. Some will have enjoyed working alone, whilst others might have benefited from engagement with siblings and parents.

Anecdotally, we have probably all heard of examples of children and young people learning new things and developing skills and interests not directly connected to schoolwork. They have already blended their own ways of organising and engaging with their learning, their own interests and other people with whom they have interacted during this period.

The likelihood is that all young people will have learned new things and have a stronger sense of themselves as people and learners. It is important that this new knowledge is sought out, recognised and built on as our children, young people and schools return. We are in a unique situation and should take the opportunity to engage children’s and young people’s new skills, newly-realised abilities and personal interests. We should blend these insights into practice and pedagogy in schools as we simultaneously explore new ways to allow them to demonstrate their learning.

 

Positive Effects of the Lockdown for Teachers

Teachers will have learned new things about themselves, their colleagues and the children and young people with whom they work and the relationships among them. Teachers know that young people’s emotional experience of learning is as important as their cognitive experience. The current situation presents a unique stimulus for teachers to make sense of the relationships they have with each of their pupils.

Teachers already see their pupils as learners and not simply people who have to be taught. They will already be aware of pupils’ skills abilities and interests, and the new experiences which young people bring to school could be used to enhance and enrich the learning of all young people. Teachers’ interactions with pupils during lockdown will have enriched their own sense of themselves as teachers and their place in the lives of their charges. This new knowledge will help reinforce any new sense that pupils have of themselves as learners and teachers have of themselves as teachers.

EERA also has a role to play, and the recent online events had a significant role in reconnecting our research communities. The events provided new spaces in which education was explored, theorised and researched from the perspectives of all member associations and networks. EERA also has a role in generating the new knowledge that will increasingly and relentlessly nudge forward our understanding of education.

 

Professor Stephen J. McKinney

Professor Stephen J. McKinney

Professor, School of Education, University of Glasgow

Stephen J. McKinney is a Professor in the School of Education, University of Glasgow. He leads the research and teaching group, Pedagogy, Praxis and Faith. He is the past President of the Scottish Educational Research Association. He is on the Editorial Board of the Journal of Beliefs and Values, Improving Schools, the Scottish Educational Review. He is a visiting professor in Catholic Education at Newman University, an Associate of the Irish Institute for Catholic Studies and on the steering group for the Network for Researchers in Catholic Education. He is a member of the European Educational Research Association Council. He is the Chair of the Board of Directors of the London School of Management Education. His research interests include Catholic schools and faith schools, the impact of poverty on education and education and social justice and he has published widely on all of these topics.

Dr George Head

Dr George Head

Honorary Senior Research Fellow at the School of Education, University of Glasgow

George Head is Honorary Senior Research Fellow at the School of Education, University of Glasgow, Scotland. George is a past-president of the Scottish Educational Research Association (SERA) and has represented the association on the European Educational Research Association (EERA) Council and served as Senior Mentor to the EERA Emerging Researchers Group. He is a visiting professor at Newman University, Birmingham. His areas of academic interest include Inclusive Education and the learning and teaching of young people whose behaviour schools find difficult. George was a member of the Local Organising Committee for ECER 2020 which was scheduled to take place in Glasgow