When compiling a presentation this week, I was asked what I thought was needed to make a learning academy a better place. What would transform the college from a good academy to an outstanding one, especially for students with specialist requirements? My reply was immediate and without any hesitation at all .... ' compassion and caring for those students' I said. By this, I don't mean a passing gesture of ' are you ok?' or 'shall I report this to the SEN team'? I mean actual, real, honest and transparent consideration and caring for those students; whether it be shown for their academic, psychological, emotional or physical wellbeing.
Vulnerable children in particular, need all the emotional support they can lay their hands on and very often see school or college as their only safe-haven. During my five years of teaching around the Somerset schools and colleges, I've heard the familiar complaints from students in all Key stages repeat the same thing time and time again.. ' they don't care about that'.... 'that' being a whole host of problems from possible dyslexia, to transgender worries on the students part... to anxieties about lagging behind in class. 'They' being the often overworked and frantic teachers or lecturers who have reams of paperwork to complete for each and every student ad infinitum. This is where I always slot in as the roving academic, more than happy to pick up the pieces, because I love every minute of my work and I can see where the help is required. I don't have the unmitigated ball and chain of 30 x everything that class teachers need to combat.
In a world where league tables and Ofsted reports serve as academic currency, all schools are juggling classes of 30+ students and high attainments. The ones who cannot achieve this without time, money and effort can so easily be left to struggle and with that comes a whole new different form of internalized anxiety. If the child also has an unstable or unhappy home-life, these added pressures can very often prove too much and the behaviour manifests as rebellion or disruptive reaction.
With more coherence in support within the schools, the students can concentrate on the stability of learning without so much pressure- or at least the pressure of their own burdens shared considerably.
So what is the answer? Mentoring at the highest level. Finding a way to mentor and support the teachers so they can in turn, pass this support to the children. By the very nature of our work, teachers are rarely ones to take perceived patronization well, so training is handled delicately and professionally, via seminars and workshops. This way, we can all provide an altogether better foundation for the children who are struggling the most. Hopefully, this way they can feel more comfortable with their own abilities and happier with their academic progress.
Tess Davies provides lectures, talks and seminars on this area of academic support.
Please use the contacts page for further information.
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