Introduction

The pandemic resulted in long school closures worldwide, the duration of which varied between countries, affecting 1.6 billion learners. In England, schools were closed for 17 weeks across two lockdowns. School closures harmed student attainment as well as mental health and wellbeing. Effects were very variable across groups and countries. Harms to wellbeing particularly affected girls, disadvantaged and unsupported students, young children and older adolescents. Harms to attainment particularly affected disadvantaged students, who generally experienced worse online learning.

Post pandemic, schools face big challenges with attendance, behaviour, engagement, mental health and attainment. The interventions discussed in this book should help schools manage these challenges. Schools can use the approaches outlined in previous chapters without waiting for government policies to change.

The interventions described don't need schools to be any less focused on student attainment, and in fact some of the approaches have been shown to boost attainment. But a more supportive policy context would help schools to achieve more dramatic improvements. How should education policy change to support such work and make it easier for schools to disrupt the three toxic mechanisms of educational disengagement, lack of school belonging, and student fear and anxiety?

How policy should not change

I should be clear first of all what I am not calling for. I am not calling for a return to academic selection or for the introduction of different schools for different sorts of student. Comprehensive schools are likely to achieve the best overall results.