Back to school: Let's ask fewer questions about performance, more about kids' well-being – Alison Dickie

What’s normal? I’m sure your perspective will influence your answer. Lately though, I’ve given much thought to what ‘normal’ actually means, especially when it comes to the re-opening of our schools in August.

Whatever those different answers, there’s a general agreement that normal includes the ring of the bell, that laughter in the playground, and just our children and young people being back at school… where they belong.

Schools are the heart and soul of our society, and the recent Scottish Government announcements about a full return with no physical distancing, as long as we stay on track, are hugely welcomed.

As we plan for that return, however, the impact of lockdown on children and young people cannot be underestimated, when even their right to play with peers was only recently restored.

For months now, they have experienced a not-so-normal environment, many locked down with parents who are juggling all sorts of home learning and work. It’s not easy being elbow deep in paper mache whilst professionally and virtually engaging with colleagues!

Despite these challenges though, many will have welcomed the quality time as a family, and the many wider learning opportunities. Sadly though, this has not been the case for everyone.

How’s lockdown been for you? This was the question at our virtual Champions’ Board last week, and the answer from one care-experienced young person hit home. “I realised that what others are saying is abnormal has been my normal for a long time.”

Loneliness, restrictions, and worries about loved ones, jobs, money and the future – this can be normal for many.

All of our young people will return to school with different experiences and emotions, but those most impacted are the ones who already faced challenges on a daily basis before lockdown. Our care-experienced young people, children struggling in poverty, those who know the lived meaning of child protection, and young people with disabilities, many lost without the comfort of their school routines.

I’m pleased then that our updated schools re-opening plan going to next week’s policy and sustainability committee has health and well-being at its core. Re-establishing those trusted relationships, ensuring a nurturing environment, building resilience, and creating time and space for dialogue – all are key. And with increasing numbers of families now experiencing poverty, equity work is central in it all.

All young people don’t just rock up ready to learn after such an experience, and that’s why our additional support and psychological services are planning a range of work tailored to all needs.

Schools can’t do it alone though, and for some time, I’ve raised the vital role of childcare, after-school clubs, breakfast clubs and youthwork in the school recovery process. It takes a holistic community to support our children and families and work is now underway to ensure the spaces will be open to do so.

So, my hope is that amidst the other new normals, there will be a deeper understanding about educating the whole child and ensuring equity for every child. And in the political battles that are sure to come, I hope we ask fewer questions about performance, and give our schools and young people a chance by asking about their well-being.

Alison Dickie is SNP councillor for Southside Newington

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