For many young people, lockdown brought stress and confusion, which will not be resolved by this week’s return to school in Scotland. While the shutdown of daily life was abrupt and traumatic, the return to the classroom is also fraught with anxiety and uncertainty.

Sadly, for some children the distress goes deeper. Not only has the virus itself exposed families to bereavement and loss, but also some children and young people have been trapped in households experiencing poverty, domestic abuse, neglect and sexual exploitation.

Barnardo’s Scotland has worked to provide children and families with a range of practical support. We even repurposed our Edinburgh headquarters, transforming it into “The Wee Hub”, a place for recreational and emotional support for vulnerable young people.

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From our work, we know that school staff have faced many challenges in this extraordinary first full week back. Alongside ensuring pupils’ physical safety, staff will need to prioritise mental health and emotional wellbeing.

Prioritising pupil mental health and wellbeing

In May, Barnardo’s Scotland and Public Health Scotland launched a film, It’s All About Relationships, drawing on the experiences of education staff. The film promotes some simple principles to help pupils find safety, belonging and connection. In this Covid-wary world, the need for relationship-based, trauma-informed and rights-based schools has never been more relevant.

First principle: building strong relationships is key. Allow children and young people to rebuild friendships, and gradually introduce other additional supports, so that the transition won’t feel as overwhelming. Create spaces to talk about the pandemic to help young people understand and express their feelings, deepening their understanding of themselves and others.

Second, reframe and model positive behaviour. Slow down communication and ensure that all children and young people have a clear understanding of what will happen when they return to school. This can help to address worries or concerns.

Commit to creating a safe environment and a positive culture. As well as all the mechanisms schools already have in place to help pupils to manage distress, it’s important to ensure that there is a place in school where children can find a trusted adult to speak to if they need support.

Lastly, recognise that you cannot pour from an empty cup. Educating our children and young people takes great personal resilience. Supporting distressed children can take a toll on school staff, and they, in turn, must receive good emotional support and time for reflection.

Many parents, teachers and young people will be understandably focusing this month on “catching up” with schoolwork and getting back to normal. But let’s not forget this crucial message: properly addressing children’s mental and emotional needs and helping them to adjust to new ways of doing things are essential for a successful return to school.

David Ferguson is assistant director (policy and influencing) for Barnardo’s Scotland