If you are reading this, chances are that you care deeply about the pupils that you work with and the families within your school community. There is also a high chance you feel fatigued following what researchers refer to as the ‘Coronacoaster’ but are now actively considering the impact of the last two years on pupils and how best to support them moving forward.

 

You may have started to observe some things that concern you; a decline in pupils’ academic and social skills, a rise in low-level behavioural issues and general disregard for school rules, problems with attendance and a swathe of concerning signs of mental distress. Some ‘post-Covid’ issues that coincided with a return to school included: anxiety ‘tics’ in teen girls, self-harming behaviours, and a big rise in disordered eating behaviours and thoughts (among children of all ages). That is not to say some children didn’t positively thrive during lockdowns at home; there are plenty of examples within every school community of children insisting life at home, with learning online, was optimal. This was particularly the case for children who found the social side of school a struggle and the classroom environment stressful.

 

The home-school partnership necessarily reinvented itself during lockdowns; boundaries shifted, were redrawn and all parties became technically upskilled in an attempt to keep learning alive. Both parties were understandably relieved when schools returned, but this return has exposed new challenges that demand an effective partnership approach if we are to minimise the impact of the pandemic and remedy harms done.

 

In light of the above, here are five things your school can do, to get the home-school partnership back on track.

Make sure your school community (in partnership with parents, pupils and staff) recognises how well you all coped during the pandemic. What skills did we learn? Which habits do we wish to upkeep? What did we learn about ourselves and others? Tip: create a wall memorialising the school’s experience during the pandemic and drawing out ‘Covid Keeps’. 

Are online parents’ evenings staying or going? Will pupils ever be allowed to do online learning when poorly at home? When can parents email staff and expect a response? Draw lines regarding what has gone before and how things are now expected to be. Explain why you have taken these decisions and stick to them.

Be clear with parents that responsibility for monitoring and responding to children’s needs should be diffused. For example, parents have a powerful role to play in spotting signs of mental distress in their children, communicating those to the school and working together with school staff for the best outcome. Check that all parents understand the pathways to expressing concerns and seeking support within your setting.

Whether you are considering which new learning scheme to introduce to a class, optimal ways to raise pupils’ aspirations, or strategies that will reduce mental distress post-pandemic, ensure that you only use evidence-based approaches. Failing to do so may exacerbate children’s problems, sustain difficulty and inhibit pupils’ chances to thrive – as well as potentially reducing the confidence of all involved (pupils, parents, and staff) in any future initiatives.

In this fast-paced world with its evolving demands and pressures on children and families, it is imperative that staff are given access to as much research-informed, digestible and practical CPD as possible. Parents feel reassured knowing that staff are staying ‘on top’ of research evidence and are better able to support children as a result. Parents themselves should have access to evidence-based tips that will encourage and empower them, that help them feel supported on their parenting journeys, and that are easy to implement.

 

Schools should aim for a clear audit of ‘where we all stand’ post-pandemic, articulate the protective assets that a partnership approach between home and school brings to children’s lives, value parental ‘engagement’ over simple ‘involvement’, and aim to tackle any emerging mental health issues head-on, together. 

 

Dr Kathy Weston is the co-author of Engaging Parents: 100 Ideas for Primary Teachers and Engaging Parents: 100 Ideas for Secondary Teachers (Bloomsbury, 2018; 2020), part of the 100 Ideas Series for educators. She is a sought-after keynote speaker and the founder of Tooled Up Education, a digital hub of evidence-based information and advice for parents and teachers.