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Rethinking School Attendance and Student Well-Being in England
The challenges surrounding low attendance rates in English schools, combined with the high levels of psychological distress among students and the rising number of pupils requiring special educational needs and disabilities (SEND) support, create a complex situation. Factors such as the ongoing effects of the pandemic, economic hardship, and various family-related issues play significant roles in this scenario. Education Secretary Bridget Phillipson has openly expressed her commitment to encouraging more students to return to school. Recently, in a notable speech to the Confederation of School Trusts, she highlighted that schools must acknowledge their dual role as contributors to both the problems and potential remedies surrounding these issues.
Phillipson emphasized the need for headteachers to move away from a narrow focus on exam results and consider the broader concept of student belonging. Drawing from her own positive school experiences, she advocated for a fundamental shift in educational values. This new emphasis on relationships could signal a significant change, especially in light of previous policies that prioritized academic standards and removed schools from local control. While progress has been made in international educational rankings, particularly in mathematics, Phillipson’s message underscores that educational success cannot be measured solely by grades. Even as schools transition to academy trusts, they should remain pivotal to their communities.
The ongoing difficulties faced by the SEND system have led to heightened anxiety rather than reassurance for many families, as Labour’s focus on boosting mainstream attendance often means parents struggle with managing their children’s schooling. Despite well-intentioned statements from Phillipson regarding a “child-centered government,” substantial changes will not come easily. Financial constraints on councils remain a significant barrier, and although high-needs funding in England has increased by 58% over the past decade to £10.7 billion, the support system still does not meet current demands.
While it remains uncertain how much shifting school policy toward enhancing children’s well-being will effect change, there are encouraging signs regarding workforce stability and new national standards for SEND provision, which could empower schools to improve their capabilities. Additionally, the ongoing curriculum review promises to expand both the subjects taught and the methods of teaching and assessment. As previously noted, educational reform should clarify the options available for students over 16 and resolve ongoing issues related to the qualifications they can pursue. The challenges surrounding the implementation of T-levels and selective admission policies in some sixth forms threaten to undermine inclusion efforts across the educational landscape. With nearly half of GCSE grades falling at 5 or lower in 2024, it is essential for a productive national dialogue to prioritize the skills and interests of these young learners.
Phillipson’s insights linking student absences to broader societal feelings of alienation and disengagement warrant serious consideration. Her proposal to foster a sense of community within schools aims to enhance both individual and communal well-being. Although realizing this vision will require time and resources, her approach signifies a notable shift from earlier educational strategies. By prioritizing belonging, there is potential for creating a more nurturing and inclusive school environment.
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Source
www.theguardian.com