Lessons from lockdown

So today’s report that it may be considered as part of Education, Sport and Culture’s review of secondary school models is welcome news.

Having learned the hard way that stopping Covid-19 in its tracks requires social distancing, small ‘bubbles’ and open spaces, it seems increasingly unlikely that the idea of two mega schools, where cramming large crowds into close quarters is nigh on unavoidable, will ever find favour with the public. Especially since a survey of local teachers also showed a clear preference for smaller schools.

But school sizes and space standards aside, there are other lessons ESC could learn from lockdown.

While schools were closed, teachers and pupils were suddenly forced to get to grips with remote learning, meaning a steep rise in the use of technology. It proved a struggle for many, primarily due to problems with communication, motivation and feelings of isolation. But despite these challenges, there were some children who positively flourished under the remote learning regime. For them, the home environment represented a safer, calmer space than school and without the usual distractions, playground politics, inflexible schedules and surfeit of extra-curricular activities, they were able to properly focus on their studies for the first time. They enjoyed being able to start and end their school day when they wanted, take breaks when they needed to and spend time on their favourite subjects without being interrupted by a bell. Their productivity therefore increased.

This is nothing new. Studies comparing online education with traditional classroom instruction at university level have shown that online students often perform better (see Gubernick and Ebeling, and Jerald Schutte, 1997).

Of course, that doesn’t mean it suits all children – although think of the money we could save on school buildings if it did – but a hybrid approach, combining the best of online learning and face-to-face teaching, tailored to the needs and personality of each child, has to be worth considering. After all, equality shouldn’t mean everyone having to learn in the same way; it should mean everyone having access to the best type of education for them. And that is surely every bit as important as the number and size of our school buildings.