It would be easy, would it not, for me to use my first column of 2017 to reflect on the socio-political horror story that was 2016?
And whilst, in some respects, that’s exactly what I’m going to do, I thought I’d take the opportunity to highlight what I considered to be the worst phenomena in education last year and ask that they stay in 2016.
Let’s resign the following to history and declare that they should not follow us into our uncertain future:
These kinds of discussions serve no one, other than those determined to bury their heads in the sand over the collective state of children’s (and indeed teachers’) wellbeing.
Whether or not you consider mental health issues and mental illnesses to be synonymous, the fact is that the former have risen dramatically over the past few years.
And while politicians and experts argue over whether this is simply because of a heightened awareness (and therefore self-diagnosis), or academic pressure, or social media, schools are finding it increasingly difficult to cope with ever-spiralling instances of poor mental health within their walls.
Indisputably, children and adolescent mental health services have been dramatically slashed since 2010. Without question, schools (particularly in the state sector) have an ever-dwindling or, in many instances, non-existent budget for school counsellors, educational psychologists and good quality PSHE.
And undeniably, there has been a collective outcry from the teaching profession, who are finding the subsequent responsibility that they have for their pupils’ mental health an overbearing burden and exhausting challenge.
You might not think the above situation constitutes a “crisis” and, frankly, I don’t particularly care - that’s semantics. Time to replace words with much-needed action. Which brings me to….
2. Incessant calls for ‘studies’
Studies can be a useful barometer, but by their nature they can never paint a comprehensive picture the way education professionals can.
I am more disposed to listen to the voices of teachers and pupils I interact with every day, who live and breathe the school environment, than a “study” (which will usually have been commissioned by a body with a vested interest in its outcome).
One doesn’t enter teaching for the money or the kudos. It’s a profession populated by people motivated by making a difference and investing in the future.
If I have to hear one more teacher shot down with the words “there is no study to back up your argument”, I will blow a metaphorical gasket.
3. Fluffy government PR nonsense
David Cameron’s reign was one categorised by PR, with millions of pounds invested into “inquiries”, “commissions” and other impenetrable nonsense (including, evidently, a person who trained his entire cabinet to stand with their feet ridiculously far apart during public appearances, like a terrible am-dram musical theatre cast member).
With the current prime minister, Theresa May, insisting that her government is investing in young people’s mental health to the tune of £1.4 billion by 2020, while simultaneously and contradictorily further cutting services, it looks like she is following suit.
Surely, over the course of the past few years, we’ve invested enough in measuring the problem and it’s time to put some money into actually solving it?
As the unwitting poster girl for the Progressive Education movement, I’ve only ever seen what a “Trad” twitchfork mob looks like, although I’m assured there’s just as much blustering, bile and general unpleasantness on the other side.
Can we all just agree that a focus on pupil wellbeing doesn’t necessitate the sacrifice of academic standards? And can we all acknowledge that children with special educational needs exist in the world?
There. Now, no more need for 140-character slanging matches which paint the profession in a worse light than the children it teaches, in terms of misuse of social media.
5. ‘Post-truth’
Facebook came under fire in 2016 for circulating stories which appeared for all intents and purposes to be reputable news but, in fact, had no grounding in reality.
Evidence also showed that social media users were more likely to share conspiracy theories than fact-based reporting. Last year was dubbed the ”post-truth” era, whereas, in fact, it should have been called “the year where lying became acceptable”.
Truth requires analysis and nuance, residing as it so often does in the shades of grey between the black and white.
And with more emphasis being placed on exams (and therefore the ability to remember and regurgitate a fairly arbitrary set of facts under timed conditions), children and young people are losing the ability to think critically and question the headlines.
I hear teenagers every day quoting whatever sensational piece of hogwash Donald Trump or Nigel Farage has chosen to spew out (and, inevitably later retract) and for whatever reason, the increasing prevalence of sensationalised rhetoric has legitimised Neo-Nazi politics. It’s less than 100 years since the Holocaust, and humanity has, apparently, learned nothing.
Let’s give teachers time and space within the curriculum to practise critical thinking in the classroom.
Let’s celebrate media pundits who have a moderate and well-balanced view (James O’Brien is my particular fav), and someone please Sellotape Katie Hopkins’ mouth shut.
And let’s hold social media sites to account over what they allow to be published.
So, there you have it - 2017 will herald a better and more positive future for all if we listen to teachers, invest wisely and above all, stop being so silly.
Natasha Devon is the former UK government mental health champion for schools and founder of the Body Gossip Education Programme and the Self-Esteem Team. She tweets as @NatashaDevonMBE
For more columns by Natasha, visit her back-catalogue
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