4 common education “catch-up” myths – busted!

In this blog, we explore and debunk the common myths that have arisen around education “catch-up” following the coronavirus pandemic. Plus, find out how you can join our unsung teacher heroes at Class People in their mission to provide high quality education by applying for teaching assistant jobs in Gloucestershire and beyond!

This time last year, schools had not long closed their doors for the lockdown.

Schools across the UK and the teachers that work within them spent tremendous amounts of thought, time, effort and care putting systems in place to protect the health and welfare of their cohort and communities.

Now, one year on, we’re absolutely delighted that, as we emerge from the pandemic, our schools are back open for all pupils and in full swing with face-to-face learning taking place once again!

Unfortunately, the path towards education “normality” isn’t straightforward.

As a result of schools closing, an education “catch-up” narrative has come into circulation, with the government recently releasing a £700 million plan as well as suggesting longer school days and shorter holidays to help England pupils catch up on “lost learning” due to the pandemic.

Sadly, this “catch-up” mentality is putting significant emotional strain on both teachers and pupils, as well as contributing to the rise of multiple, damaging education myths.

Here are just four of the common education “catch-up” myths that we keep hearing about and have discredited:

1. “The time our children spent out of school was invaluable.”

Throughout the pandemic, the government emphasised that re-opening schools was one of their top priorities as they were “acutely aware of the damage to children's education and development” due to being outside the classroom, as well as “the increased burdens placed on parents.”

Whilst for some parents having children at home has of course proved challenging alongside their work commitments, this time has not necessarily been damaging to young people. In fact, it has been highly beneficial for children and their families!

For example, it’s presented a great opportunity for families to enjoy time at home together that they would otherwise not have been able to. Research has consistently found that this can build children’s self-esteem, produce positive behaviours, encourage communication and even enhance academic performance!

Here at Class People, we know some parents that have stated that they’ve had the chance to “get to know their child better,” and time well spent at home working, playing and having time to rest in a safe environment has meant many children have been able to return to school in good form, confident and raring to go.

2. “Children have fallen behind in their learning due to school closures.”

The school children of today are currently being referred to as “Generation Covid", categorised by their loss of learning due to the pandemic. Many parents appear to be worrying about this, and finding themselves questioning if their child will be behind with their education.

While some research has indeed indicated that children are somewhat behind where they typically should be and the learning gap for disadvantaged pupils has increased, we at Class People have simultaneously read this state being described as “they are where they are.”

Ultimately, pupils’ current state of learning is a starting point upon which to build back up. And this is where the talent, dedication and perseverance of our teachers prevails (and where our full-time teaching and teaching assistant jobs in Gloucestershire and beyond really make their mark)!

We simply have to trust them to do what they do best: to teach well, to provide support, encourage, praise and give timely feedback, and our children will make progress.

It’s also worth bearing in mind that many parents have been providing amazing academic and emotional support for their children at home while teachers have been less able to do so due to a lack of physical environment.

In sum, there is no reason to assume that children should be behind – in fact, quite the opposite!

3. “Teachers did very little during school closures and lockdown”

With a mere 48 hours' notice, the entire UK teaching profession had to pack up their classrooms and equip themselves for teaching virtually. Many teachers found themselves teaching with half a class in front of them, and the other half at home logging in online.

In fact, rather than doing very little, many teachers have worked longer hours since the start of the pandemic, planning lessons that penetrate the barriers of the virtual classroom and engage pupils; from making pre-recorded videos to coming up with interactive tasks and games, and much more.

What’s more, a study found that teachers are working harder than ever before to educate their pupils, and harder than any other professionals in the country. And there's very little evidence to say that teachers have done little during the pandemic!

4. “Children’s learning is the number one priority now they’re back at school.”

With children returned to school again, there appears to be a relentless emphasis on getting their learning back to where it should be. While children’s learning is, of course, very important, it should not be seen as the paramount objective in their return to the classroom.

While children’s time at home has been highly beneficial, the coronavirus and lockdown specifically have caused many problems for young people, including (and not limited to) the following:

Loneliness and lack of socialisation with friends (which is essential for their development).
Stress and anxiety – whether in terms of learning and education or home stressors.
Boredom and frustration.
Grief and loss – due to losing loved ones to the virus.
Reduced levels of physical activity.

Knowing the part that physical and mental wellbeing plays in children’s ability to learn, these should therefore be the priority upon children’s return to school.

Encouraging social interaction with friends, talking, playing and catching up, getting out for regular exercise and having the opportunity to discuss their worries and concerns with a trusted adult are just a few examples of how we can best ease children back into a “normal” education experience.

Teachers have been among the many unsung heroes of the pandemic.

The last year has been a real test of what makes a great teacher. Those teachers who have strived to deliver the best that they can are the ones who have a strong belief in the role that they play and their impact on children’s lives, however big or small.

It is this belief that would have given them the encouragement to know that they were making a positive difference. Teaching remains a profession that goes some small way to making the world a better place – and that’s what superheroes do: make the world a better place!

In that regard, teaching truly is a profession like no other.

Want to do your part in enriching the lives of children and young people?

We know that a lot of people, mainly parents, have been inspired to start a career in teaching during the coronavirus pandemic!

If you are among them, or you’re looking to take the next step in your career, be sure to register with Class People today and we’ll be sure to find the ideal roles for you; whether that’s teaching assistant jobs in Gloucestershire, SEN support positions in Worcestershire, or another role entirely!