COVID-19: Real concerns from teachers and pupils.
A note from Jacquie Ayre:
As the Get Up and Goals (GUAG) project manager I have been engaged with many of my GUAG lead teachers since schools closed in the UK in March 2020. They and their school colleagues have been desperately concerned about the impact of this global pandemic on young people. There is also a real recognition and understanding that we have a duty as educators to help them make sense of this new world.
A lot has changed since the Get up and Goals project started in 2018. Young people are now in an even more uncertain world, faced by the global challenges presented by the COVID-19 pandemic. The Sustainable Development Goals (SDG) framework could be a useful way to frame future discussions. Global issues are ever more significant. Young people will need time and space and be guided by educators to make sense of our ‘new normal’. They need to critically reflect on the present and consider their contribution to the future and especially the challenge of leaving no one behind.
COVID-19 has changed the world. Here are some of the many questions teachers are asking at present.
- What might the future for young people now look like in 2030?
- Might sustainability be a higher priority going forward?
- How has the personal experience of the pandemic impacted on the outlook of teachers and young people?
- How has the virus impacted on the mental health and emotional wellbeing of the young?
- How have school closures impacted on the curriculum both now and in the future? Is there an opportunity to maintain a ‘broad and balanced’ curriculum? Is there an opportunity for more Global Citizenship?
- What is education for?
- How has the pandemic impacted on public life?
- Do politicians now have a broader view of the communities they serve?
The organisation Young Minds have surveyed young people and found that 83% of young people have said the coronavirus pandemic has made their mental health worse.
For many teachers the experience of school closures had led to them reevaluate the role education has in the lives of young people and many feel it’s got to be more than a target driven experience linked to linear exam results. Evidence is already telling us that there has been an increase in young people impacted by poverty and the stress of financial instability, school closures have led to increased social isolation and worry about the future. UK teachers are increasingly concerned about the impact on young people in terms of their mental health. In addition we need to bear in mind that the poorest parts of the world will suffer greatly with existing high levels of poverty prior to COVID-19 and underfunded health systems.
As we are working in a field where we aim to motivate and engage educators and young people, we cannot ignore the new future presented by the economic impact of Covid-19. We must all continue to work towards ‘ Goal 4 Quality Education for all’ and have a real responsibility, now more than ever, to meet Target 4.7. This is of relevance to schools as it states that:
‘By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.’ -United Nations
The final phase of the GUAG project must set out to continue this important work. Never has there been a greater need for Global Citizenship Education both in terms of the knowledge needed but future generations, but the skills and values linked to this approach. We need to be able to support young people to develop empathy and critical thinking skills so they can start to build and contribute a better new world order. Check out our latest resources that can help teachers and students adjust to the new way of learning during these very uncertain times: https://www.getupandgoals.eu/