Continuous impact of pandemic on schools examined in new report

The Association of School and College Leaders (ASCL) has released a report warning of the “sliding set of distinctive challenges” that have come from the Covid-19 pandemic.

Tim Oates, assessment expert for ASCL and author of the paper, said in the report: "There are serious dangers in simply assuming that schools are ‘back to normal’ – they are not – and assuming they will easily be able to meet the needs of young people affected by lockdowns and pandemic."

Oates, who also works for Cambridge Assessment, called for better early years and parental support, earlier intervention for pupils with mental health needs, as well as other “well-funded” and targeted actions.

The report highlighted problems that are becoming increasingly common in different age groups. Oates said that while secondary schools are reporting an increase in reading difficulties among Year 7 pupils, poor personal organisation and challenging patterns of interaction, staff in primary schools are reporting very serious problems of arrested language development, lack of toilet training, anxiety in being in social spaces, and depressed executive function.

The report went on to argue that the impact of the pandemic is not a "thing of the past", but is "moving like a series of different waves up through the system."

Oates suggested several recommendations to address the impact of the pandemic on children's social and educational development. For example, he said that early years and parental support can mitigate the problems for younger children, while much earlier identification and support can help older children with anxiety.

He also said well-designed policy and action is necessary.