Academic achievement and pupil wellbeing - Colin Baty, Head of Bedales Prep, Dunhurst
In a recent blog, Head of Bedales Prep, Dunhurst, Colin Baty discusses findings from a recent survey on pupil wellbeing, and argues against the pursuit of academic achievement at all costs.
Pupil Learning Experience and Wellbeing Review: Pupil Experience in Schools and Multi-Academy Trusts, the recently published report from Edurio, is the result of a sizeable survey of pupils from primary, secondary and all-through schools. It covers topics from the learning environment to wellbeing and safeguarding, with a view to enabling school leaders to understand pupils’ needs and priorities and design strategies to mitigate the impact of COVID-19.
Colin draws particular attention to the finding that although fewer than one half of pupils report feeling well, under one third will speak to a teacher about it when feeling sad or worried. The issue of wellbeing amongst young people has deep roots, and a previous study by Demos suggests that pupils become increasingly disaffected with their school as they get older, with a third of final year students believing their school is focused only on preparing them to succeed in exams, rather than in life. On top of this is government’s enthusiasm for the idea that a ‘good education’ is one transmitted largely from the front of the class by authoritative teachers to quiet, attentive children. The recent appointment of Katherine Birbalsingh as the government’s social mobility commissioner appears to confirm the idea of teacher as disciplinarian above all else.
Colin says: “Were I at school under such conditions, I’m not sure that I would want to share my worries with a teacher either, and that thought saddens me – not least because I know how keen my colleagues are to be a force for good in the lives of their pupils. I am fortunate to teach at a school that makes central to everything it does not only the wellbeing of its pupils, but also the primacy of connection between pupils and adults as key to this being achieved.”
He concludes: “Academic achievement must not come at the expense of pupils’ wellbeing, and it does not need to. Schools such as Dunhurst have shown that there are many ways in which learning can both take place and be assessed, and that the entire undertaking is enhanced rather than undermined by pedagogical relationships more ambitious in their scope than government seems willing to consider.”
The full article is available here.