“We are living history!” said one of my pupils when schools closed in March 2020. She was right, but she couldn’t possibly have known how much was to change for us over the next year.
The immediate focus for the guidance team was ensuring the wellbeing of our pupils. We traded desks, PCs and landlines for dining-room tables, laptops and mobiles, then got on with making “welfare calls” to families and setting up Google Meets, including the challenge of having my dogs join in (really!).
We were shocked to learn the number of pupils with no suitable device for accessing online tasks but, through the efforts of guidance staff, deputes and the local authority, we succeeded in providing one for all pupils who needed it. In a world where students constantly use smartphones, it is startling that there is such unequal access to devices for homework.
To reduce the attainment gap, equity of provision has started to be addressed and must continue. Aberdeen has gone some way towards this, with all S4-6 students being offered Chromebooks. Contrary to popular belief that young people are naturally adept at ICT, many struggle, so we have to build this into our curriculum.
Returning to the school building in August (with the summer holiday cut short) was a shock, after initially preparing for blended learning. However, almost everyone quickly accepted the new mask wearing and hand sanitising, as well as the loss of so much of what makes school enjoyable. No extracurricular activities and significant restrictions on practical subjects - and keeping windows open in Aberdeen in winter isn’t fun.
Innovation is born of necessity, though, and creativity emerged - my Young Enterprise team even linked with a local company to provide high-quality, fragranced hand gels. Staff have showcased software and apps. In getting more accustomed to remote learning, support-for-learning staff have discovered ways to link up with pupils, and address their learning gaps and support needs.
While we were aware of mental health issues last year, this has worsened since January. There is uncertainty, miserable weather and worry over assessments - and any novelty has worn off. More pupils are reporting low mood and stress. We direct them towards the limited resources available but we have also seen subject teachers developing more supportive relationships.
I have much less paper on my desk (sorry, dining table) now, as we finally move towards a paperless workplace. We gather and store information - and communicate
- electronically. The Scottish Guidance Association committee has moved to online meetings and we are planning an online conference for September.
As we return to normality, let us not lose what we have learned, including a much-needed reminder of what our job actually is. We need the support and tools to continue improving personal and social education, and guidance provision.
Hearing references to pupils having “missed out on education” and needing to “catch up” is frustrating and unfair to the high number of engaged, hardworking young people - and their teachers - who are a constant inspiration. I’d like to tell them all this: you are doing an amazing job.
Lisa Finnie is president of the Scottish Guidance Association and principal teacher of guidance at Hazlehead Academy, in Aberdeen
This article originally appeared in the 19 March 2021 issue
