We shared the work of Barry Carpenter, CBE, Professor of Mental Health in Education, Oxford Brookes University and Matthew Carpenter, Principal, Baxter College, Kidderminster on the Recovery Curriculum in early May 2020.
At that time the restrictions of the first lockdown had not been lifted and we did not know what a long road still lay ahead of us. We did not know what kinds of challenges we would face once schools reopened, but we already knew that the impact on our young people would be profound. The Recovery Curriculum resonated strongly with teachers, providing clear thinking and a compassionate response to uncertain times.
We are delighted that Professor Barry Carpenter agreed to share his reflections again with us, two and a half years on from the start of the pandemic. Whilst in some ways normal life has resumed, its impact continues to be felt in schools, both through illness of pupils and staff, and in the effects, it has had on the mental health of young people.
Some of the statistics Professor Barry Carpenter references are startling: a 300% increase in referrals to CAMH; a 300% increase in the number of young people with eating disorders. Schools in our network also report a huge increase in the number of pupils presenting with mental health concerns, particularly anxiety. Not surprisingly, both schools and CAMH are overwhelmed; no additional resource has been provided to meet this surge in need. And, as Professor Barry Carpenter says “an anxious child is not a learning child.”
Professor Barry Carpenter talks powerfully about the loss experienced by young people – the loss of connection to teachers and friends, the loss of routine and the loss of their usual freedoms. In our family, my eldest niece felt bereft as the exams she had been working so hard for were suddenly cancelled, her beautiful art sketchbook left incomplete at school. A younger niece insisted on wearing her school uniform for online lessons, seeking connection and the reassurance of routines. As for all of us – lives disrupted and interrupted.
These experiences have had longer term consequences for young people. Many schools did an extraordinary job in maintaining learning throughout lockdowns, finding creative responses to the challenge of teaching online. But school leaders and teachers describe a similar picture – even if there are not gaps in terms of knowledge acquisition, there are gaps in terms of emotional development. These gaps, often in terms of emotional maturity, are seen across the age range, pupils are starting reception without the expected skills, new year 7s seem younger and are less resilient, students are leaving for university having missed the steps towards independence that sixth form life usually offers.
The process of recovery goes on. Professor Barry Carpenter explains that young people returned to school “frail and fragile as learners” and it will take time to rebuild learning skills and resilience. It is invaluable to hear Professor Barry Carpenter’s reflections on how and what we can teach our young people to support their personal and academic wellbeing as we continue to move forward.
Some of the big issues raised in this discussion will be followed up during this academic year.
If you would like to access resources on this topic, Professor Carpenter suggests visiting www.recoverycurriculum.org
SSAT members: Watch the full conversation with Professor Barry Carpenter
