EDUCATION
their key worker may have been absent, which meant they had to be cared for by less familiar members of staff. This would make it harder to understand behaviour as communication, particularly in preverbal children.” Many of us missed being able to hug our loved ones, but such contact is essential for young children. “Physical touch is an important way of co-regulating emotional states, and many children picked up on overt or subtle cues that this was not allowed,” says Abigail. The pandemic saw an uptick in mental health problems for all ages and backgrounds – including school staff, with key workers burning out from overburden. Its impacts weren’t all bad, however. “For certain children, who previously found the school setting stressful (those who were sensitive, shy or had been bullied), learning at home offered some respite and relief,” says educational psychologist Lucy Lewis. “Those with attention difficulties who find it hard to sit and concentrate for long periods were especially disadvantaged,” she adds. “On the other hand, many children with social or sensory difficulties – autism spectrum disorders, for example – benefited from learning via the computer and away from the busy classroom environment. “For those who fared well in lockdown, returning to class might be a particularly anxiety-provoking and stressful experience, and they may need more help, and time, to get used to this,” Lucy says. “For children who struggled with online teaching, there are likely to be gaps and delays in their learning, which will require additional targeted support.”
FOR CERTAIN CHILDREN, LEARNING FROM HOME OFFERED SOME RESPITE AND RELIEF
THE FIRST STEPS So how exactly do we pave the way for a smooth return to schools? The answer may be in bolstering students and teachers alike. The Anna Freud Centre is focusing on the wellbeing of early years staff, while preschools – including St Mary’s, Cambridge – are ensuring extra care is
taken to help early years students enjoy their first steps into education. “Two of the most important factors which will help children thrive and progress are a stimulating environment and the relationships with adults in the setting,” says Agata Richards, head of early years and reception at St Mary’s. “We teach our girls to be inquisitive and resilient through structured activities, independent play-based learning – and extensive time exploring the natural world in our beautiful gardens.” For children on both sides of the early years setting, an adaptive induction programme is there to acclimatise those brand-new pupils to being away from home for the first time, while the students moving on up to reception are guided through seamlessly. With a bounty of options available for that important decision of choosing a school setting, headteacher Gareth Turnbull-Jones at Landmark International School recommends taking a step back before making the call. “I would advise parents to make a list of their priorities. Once they have done this, it’s best to look online at some of the school websites, then make appointments to go and see a few of the schools that appeal to them. When they visit the schools, they should observe the children there – do they look relaxed, happy and engaged?”
WORK AND PLAY A multicultural setting, Landmark International School offers a holistic education, making sure to spend plenty of time letting kids play together and learn vital communication skills
68 JUNE 2022 CAMBSEDITION.CO.UK
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