The Covid pandemic has had such an impact on pupils’ mental health that many are suffering from low confidence and higher levels of anxiety, a new report from Scotland’s schools inspectorate has found.
The health and wellbeing review published this week also says that uncertainty over the exams has increased pressure on senior pupils; that attendance is “a constant challenge” for schools; and that pupils are needing more support from school staff to manage their emotions and friendships.
Inspectors visited 48 establishments, including eight nurseries, 17 primaries, 15 secondaries, six special schools, one community learning and development service and one Gaelic school.
They found that almost all the schools and services “identify a greater number of children and young people who require support from specialist agencies and partners for their mental and emotional wellbeing”, including “support with emotional regulation, distressed behaviours and loss and bereavement”.
According to the report, schools are helping pupils by having an increased focus on positive relationships and nurturing approaches - as well as through developing “a common vocabulary” so that children can “talk about and manage their emotions more effectively”.
The inspectors also found that schools are using the curriculum to promote better mental health and wellbeing.
The report says that, in the majority of schools and nurseries, “therapeutic approaches” - including counselling - are also being used “to help children and young people to resolve conflict, trauma and emotional issues”.
It adds: “In primary schools, there is an increased use of therapists to explore children’s experience of trauma through play.”
Meanwhile, some children have found the return to school routines “overwhelming” and have had to be supported through staggered entry times, the switching off of the school bell and breakfast clubs.
However, the report says that, despite the best efforts of schools, attendance is “a constant challenge” and adds: “Public health measures designed to reduce the transmission of Covid-19 and difficulties readjusting to a busy school environment contribute to poor attendance patterns for children and young people. Staff are working well with parents and partners to address attendance issues.”
On mental and emotional wellbeing, the report says: “Schools recognise that, for many children and young people, the pandemic has resulted in lower levels of confidence and higher levels of anxiety. Across a significant number of establishments, children and young people have less belief in their own capacity to do well. This is having an effect on their confidence and motivation. As a result, they are more inclined to ask for help and support from staff.”
It adds: “Learners’ ability to work and complete tasks independently within a classroom setting has diminished. Children and young people’s social relationships with peers have also been negatively affected. Staff have to intervene more regularly to support children and young people to manage their emotions and resolve any breakdowns in relationships with their peers.”
On the impact of the exams on wellbeing, the report says: “Understandably, children and young people, and their parents, are concerned about progress in learning. The cancellation of Scottish Qualifications Authority (SQA) examinations in the initial months of the pandemic and the ongoing uncertainty of the SQA exam diet have created stress for many young people and for the staff delivering the qualifications. To help address worries, staff provide up-to-date information to young people and parents that take account of the SQA changes caused by the pandemic.”
School staff, for example, give students information about assessment requirements and post-school transitions, yet despite such efforts, there are “increased levels of stress for young people in the senior phase”.
The review is based on visits undertaken by school inspectors in November and December 2021 and is designed to “stimulate professional reflection and dialogue about the challenges in supporting learners’ health and wellbeing as a result of the pandemic”.
In a foreword to the review, Scotland’s chief inspector of education, Gayle Gorman, says that schools are “adapting admirably in an intensely challenging environment to support their learners”.
The report praises the “caring and compassionate approach of staff, and of children and young people, to support each other’s wellbeing”.
When it comes to school staff, the review says that “most senior leaders support staff very well to cope with the negative impacts of Covid-19 on their mental, emotional and physical wellbeing” - but it adds that staff miss “face-to-face interactions with their colleagues” and this “increases their feelings of isolation and impacts negatively on their wellbeing”.
The report highlights five “ongoing challenges that require continued focus” including school attendance and ensuring that approaches designed to support wellbeing are actually making “a positive difference to learners”.
It also includes case studies of effective practice.
The full report can be read here.
