While COVID is stealing so much, it might also serve as the “disrupter” to the education system we so desperately need.
Billions and billions of dollars each year is poured into a creaky old system that has failed to develop with the community, and the world, around it: Naplan tests; changes to the syllabus; add-ons to an already-packed curriculum; in some states, an extra year of schooling; an overhaul of teacher training.
And the result? Our performance on the global stage remains stuck behind many countries. We throw more money at it. Our politicians whinge. And in homes across the country hard-earned cash is directed to tutors.
So why isn’t it working? There could be dozens of reasons, but let me focus on two.
First, the role of principals and school leaders is ignored. Whether the policy debate is on the curriculum or mental health policy, the impact of COVID or the legitimacy of homework, their insight is brushed aside. They find out about lockdown extensions and the impact on schools at daily press conferences just like the rest of us.
But they are not like the rest of us. For seven or so hours a day, they see our children and their peers in class and at lunch, in group discussions and sitting idly by themselves. And what is worrying them? That those making the policies are not seeing what they’re seeing. That policymakers are not hearing about the escalation in suicide attempts, and the epidemic in self-harm and school refusal. That policymakers are not seeing young children who have forgotten how to socialise, or even how to talk to a peer; good students who have given up on study because the uncertainty in the pit of their stomach makes it impossible for them to plan their day.
Why is it so difficult for politicians to seek expert advice? And wouldn’t COVID be a wonderful “disrupter” if it provided the impetus to value that knowledge more?
Second, in some countries sleep is considered as important as diet and exercise. Even in adults, a good night’s sleep is invaluable — a 2019 Australian parliamentary report showed that 3017 deaths in Australia between 2016-17 could be attributed to inadequate sleep.
Up to 85% of teens do not get enough sleep, and one reputable study has found that “poor sleep in young, non-depressed Australian women was found to increase the risk of subsequent depression more than fourfold within a decade’’. And all that was before COVID visited our shores early last year.
Sleep patterns change in teens and many cannot fall asleep to match the early deadlines of their parents. And nor can they rise and feel ready for the day when the school bell rings.
This is not new research. In the United States, a comparison was drawn between teens driving to school for an early start, compared with those who had an extra 90 minutes’ sleep. It found a 70% reduction in car accidents when schools started later.
That is one reason why the New South Wales government trialling staggered start and finish times is so important. Some states have already done it but it hasn’t resulted in significant, widespread, long-term change. Why? Because later start times confuse peak-hour timetables and parental work commitments, and a host of other reasons.
But perhaps we should put students at the centre of the decision and work around them. Allow teens to begin their school day as late as 10.30am, or whatever time the best worldwide research suggests. Or finish at 7pm, with dinner provided as part of the school package? Or school from home one day a week because it is beneficial for students — not because it is required by COVID restrictions?
Who knows? Perhaps if we thought outside the box — and sought the advice of those who run our schools — we might find that NAPLAN isn’t needed and that the curriculum doesn’t need repeated makeovers. We might even catch up on our global counterparts.
Stopping pouring money into luxury schools for the wealthy and trying to make school resource standards more equal might have a good effect.
And leg teachers spend their time teaching rather than writing accountability reports
Yes. Finland consistently has the best education outcomes in the Western world with very few private schools (3% of students, from memory). Politicians and bureaucrats all have to send their kids to the local public school. They make sure they’re all of a high standard. An no simplistic Naplan-like BS testing.
Indeed. Inequality and competition don’t exist in the Finnish system. Private schools are state-funded like all public schools, can’t charge fees, and must admit anyone who wishes to enrol. But practically no one does enrol; it’s hardly surprising.
The Finn’s success is not just down to the “state” only school system.
The society itself has a much more homogeneous egalitarian outlook with all children required in nursery school by 18 months old.
Agreed, plus other things like valuing teachers, educating for creativity and problem-solving, not wasting time and energy teaching to the (NAPLAN) test or completing Mickey-Mouse accountability paperwork, not wasting money subsidising Taj Mahal facilities in a few select schools, etc; but a uniformally excellent and egalitarian system for all is a major part of it. (I’m not a teacher, by the way.)
Like the millions ripped out of universities by her pet Limited News Party government?
The millions put the way of private over-endowed schools?
The privilege of jumping vax queues for the selected few?
Couldn’t agree more. The pressure on our school students is immense and pits them against each other for results with no flexibility in meeting their needs. Teachers and schools are tied to a curriculum that they have to deliver regardless. Success at school should not just be focussed on academic achievement but should be about learning how to adapt to the world and helping kids find their place that will work for them in the long run. Need less focus on meeting targets and doing homework. Those who are more capable will burn themselves out by the end of school and those who are less capable academically don’t receive the support and validation they need. Social anxiety and school refusal is becoming more of an issue and there is not the system for early identification and targeted supports within the schools as the governments are focussed on efficiency, productivity and cost cutting. Do more with less (like in the health system) such that now we are out at the margins and there is no flex in the system to respond to something extraordinary like the pandemic. Early identification and being able to intervene with flexible solutions is much more effective, kinder and will bring benefits in the long run. Education, health and aged care are examples of services that need to be there for everyone and not left to the market. The epidemic of mental health issues in our young people must be slated back to the extraordinary pressures they are put under as they are growing up and be seen as part of the overall system that is about the individual performance rather than collectively looking after everyone and providing what all kids need and meeting them where they are rather than expecting them to conform to boxes of the education system.
Well said JacPow. Exactly as you say. “Success at school should ‘not just be’ focussed on academic achievement . . . . . . to adapt to the world and helping kids to find their place that will work for them in the long run.” When a young person finds that special place just for them then; academic achievement naturally becomes relevant, and slots into their individual life priorities. I once led a secondary school for students who couldn’t, wouldn’t conform at their previous schools. Their parents understood the problem, searched and found a solution. HSC pass rate 92.8%. More importantly, students, staff together grew exponentially.
I am a semi-retired secondary school teacher. When I start to get involved in a discussion/debate/argument about education, I find that it is not long before it becomes obvious that the issue of education cannot be examined in isolation. Education is inextricably linked to health, family relations, culture, politics and the economy.
Indeed, Madonna touches on some of these issues in her excellent article. The need to provide the facilities for and to encourage students to obtain adequate sleep and the need for the provision of adequate mental health services, not to mention exercise and meals, are all critical to meet the needs of students (and indeed everyone else in an advanced society).
An important (economic and political) issue involves the way we fund education. Personally, I would phase out funding for the private education sector over time (as short a time as possible). In the past I have worked in private Anglican Grammar schools which are palatial compared to some of the state schools that I have worked in (some of these government schools have signs on the doors warning of the presence of asbestos. This would be unthinkable in the elite private sector).
Then we have the issue of culture. As a child, I grew up in a very Jewish area. Many of my best friends at school were Jewish (of the secular variety). These people valued education. They were the first generation to come after the horrors of the holocaust in Europe. Interestingly, they were not social misfits who indulged in car-jackings, physical assaults and home invasions, No, these were people who really valued education, had a very positive attitude; they were sharp and witty and had a great work ethic.
As an adult, I have had the privilege of working with many Asian students (mainly from China, Vietnam, India,
Sri Lanka and a few from South Korea and Japan). Almost invariably I find these students to be highly motivated. Like the Jewish students, they display what I call the three D’s, diligence, dedication and determination, not to mention the three P’s, persistence, perseverance and practice. This is not always the case with Caucasian students.
I also remember well, when I did my teaching rounds at a top government school in 1982, the teacher from the school who was in charge of us student teachers, mentioned that the boys at this exclusive school would be able to learn in a barn with only the most primitive of facilities, as they were motivated.
It is not only education that needs reforming but the whole of our society (including of course, education).
I am not a pedagogue and strongly support listening to those with hands on current experience. And agree sleep is a key. Would note that as well as being in rhythm kids also need to have adequate time set aside for sleep, probably at least 10 hours for teenagers. As someone who has been involved in raising teenagers before and after mobile devices arrived (circa 2005, widespread for teenagers by 2011) their impact on sleep, concentration and distraction generally is enormous. My parents used to obsess about how much TV we all watched, and it was a lot, but it is nothing on mobile screens. My inexpert advice for any parent is, no mobile devices of their own before high school, let them only have ones with very low data plans and turn off the wifi for set periods every day including from one hour before bed. This may mean you have to do a LAN cable into your TV for evening Netflix but it will be worth it.
China is just about to implement a similar proposal – current chances of success, low.
Another case of old farts not understanding and worshipping yoof?