As we take steps to ensure our members are best placed to get their schools and colleges ready for a return to a ‘new normal’, you have told us we need to raise awareness around pupils with hidden vulnerabilities.
Building on ASCL’s Reach Out
publications, what does encouragement look like for pupils when they navigate coming out of lock down? What untold stress will they be experiencing - from friendship separation or adopting caring roles, or the stress of poverty? What about those who have no access to online learning or even to the internet?
Everyone will be affected differently. The government has drawn our attention to ‘vulnerable young people’ in principle, but what this means in practice for those on the margins varies greatly. We need to account for children who say “I’m fine” once a week when a member of staff they may not know checks in with them online or by phone, when in fact they are not at all fine. It’s the difference between self-reported and observed data.
The Loss and Recovery paper
lays out an approach to what Barry calls a Recovery Curriculum, identifying five distinct losses (routine, structure, friendship, opportunity, and freedom) that can trigger anxiety and trauma. To counteract these effects, they suggest five new levers to support children to re-engage with learning and with school or college. Barry and Matthew provide a useful lens through which to consider the priorities for a return to some sort of normal.
Join the free Team ASCL Webinar 11am Wednesday 6 May - register and find out more here
Margaret Mulholland, ASCL SEND and Inclusion Specialist