Ten Truths about young people and the Attendance Crisis
The assumptions we make about children, young people and what motivates them need challenging. These ten truths follow the evidence and challenge our perceptions.
Ten Truths about children, young people and school attendance
BECAUSE ONE SIZE DOES NOT FIT ALL IN EDUCATION
1.Young people want to be successful
Every child and young person wants to do well. They want to achieve great things but may feel overwhelmed by pressure. We wrongly assume they don’t care but what you see is an attempt to express their self-doubt, fear, frustration, lack of trust. You can start by using their desire to succeed as a foundation for your conversations and to help to find out how they would like to be supported and empowered.
2. Full time school attendance might not work for everyone
100% attendance does not equal a successful life. Being present in a classroom does not necessarily guarantee learning, progress or attainment. Life outside school is as important as life in it. Our children are becoming unwell because we tell them 1 day off school and their life-chances are over.
3. Young people struggle to meet our expectations
It might seem obvious but when you ask young people to sit still, process your instructions, answer questions out loud, cope with noise & cram their heads full of information, don’t be surprised if they struggle. Would you punish someone for their inability to walk a tightrope? Why not find out why and solve it together?
4. If young people have choice and agency in their learning, they will thrive
Everyone needs some autonomy in their lives otherwise we are trapped in a top-down environment reliant on compliance and control. The more inflexible the system, the more young people suffer and feel unsafe. They blame themselves or we blame them. But give them space and choice? They will surprise, impress and delight.
5. Children and young people thrive when they have meaningful learning relationships
Learning relationships are the most effective way to help young people to find their way, feel safe and thrive. Being able to access emotionally available adults matters. A relationship that collaborates and problem-solves alongside students and one that creates a level playing field.
6. Children & young people want to master complex skills that matter to them
Have you ever met students highly skilled at music production? Or coding? Or incredibly knowledgeable about butterflies? Young people are “people that are young” which means they are like you and focus on things that deeply inspire and interest them. The person not attending could be the next Einstein, David Attenborough, Frida Kahlo or Marie Curie.
7. Our pedagogy fails to promote healthy brain development
Despite all the evidence and research available, we often sidestep deeply thinking about the impact our approach to education has on a child or young person’s physical and neuro development. What effect does a cumbersome, bloated curriculum, formal assessment, high stakes testing, presenteeism have on our brains, health and overall development?
8. The way we structure and deliver our national curriculum is counterproductive
We make huge assumptions about the purpose of formal education and how to deliver it despite growing evidence it’s not working well for many. We would never purposely choose a route that acts counter to its objectives but that’s what happens. There are innovators finding Another Way. Shining a light on doing things differently.
9. Young people don’t always feel safe in school
Every school and college should have robust safeguarding processes in place but what if they don’t feel safe? Simply telling parents you offer “strong pastoral support” and saying “we are here if you need us” may not be an internalised truth for families feeling unsafe, unwanted or labelled. If students don’t know how to communicate their distress, how can we respond and build trust? Strong pastoral support comes from understanding a family’s story and context, validating their experience.
10. The physical environments we educate young people in can cause extreme anxiety
Institutional design regularly places functionality above human flourishing, often overlooking the impact physical learning environment has on students. Breaks and lunchtimes can increase distress rather than promoting opportunities to connect, release energy, reboot and refresh.
