How can we address post-pandemic education gaps in our children?
How can we address post-pandemic education gaps in our children?
“Research has revealed that the pandemic significantly impacted children entering the reception year in 2020/2021”
The Covid pandemic turned everything on its head. Every one of us, young and old, was affected in some way. As adults, it was a huge deal, but for children moving through some of their most important developmental years and expected to make one of the biggest transitions of their lives – going to school for the first time – we’re only just beginning to understand the huge impact it had on their lives.
These children, born in 2014/2015, will complete key stage one and enter key stage three in September. By then, they will already have completed at least one or two years in full attendance at school, but research has revealed that the pandemic significantly impacted children entering the reception year in 2020/2021, and caused considerable educational losses.
“Because of the lack of direct observation and interaction with teachers, the register in year two of schooling did not include any information about those suspected of neurodivergence.”
What did these children miss, and why was it so important?
The reception year is critical for teachers to observe children as they learn, identify developmental gaps or social difficulties, and gain an in-depth understanding of each child.
During the pandemic, parents improvised in the best way they could. However, there were no school guidelines regarding expectations for these new students. Most parents perceived their child as young, having just finished nursery, and found it unfeasible to work from home while keeping a young child engaged in worksheets or online learning.
When children returned to full-time education after the pandemic, teachers needed significant time to measure their educational growth. Parents reported that their child underwent assessment at the end of year one to evaluate their academic milestones. However, because of the lack of direct observation and interaction with teachers, the register in year two of schooling did not include any information about those suspected of neurodivergence.
Of course, teachers want to help in every way they can, but if they do not have the experiential information about who needs help, and why, they can not ensure they have access to the resources they need.
By key stage 2 (year three of education), children must be on their way to becoming independent readers, able to spell, write, grasp maths, and learn rote maths facts. Children with undiagnosed neurodivergence will find it difficult, and the school’s educational demands are unrealistic. However, given the huge disruption caused by the pandemic, it is becoming clear that many children, neurodivergent or otherwise, are struggling to meet these goals.
In September 2023, these children will enter year three. What can be done to help them?
“The more a child can retain information, the better their ability to absorb new knowledge. However, children most affected by the pandemic may have missed out on developing this skill alongside their peers.”
Keeping things in mind
Children between the ages of 4 and 16 must develop the ability to keep information in mind as their young brains undergo rapid growth and development. This involves remembering, and decoding, letter sounds, forming words, and understanding basic mental calculations. The more a child can retain information, the better their ability to absorb new knowledge. However, children most affected by the pandemic may have missed out on developing this skill alongside their peers. Having others around them who concentrate on tasks can serve as an anchor to help them stay focused.
Keeping information in mind is a fluid process that improves with experience. Learning to focus builds brain capacity, enabling children to remember tasks and avoid distractions.
Parents should look out for the following signs in their children:
Forgetting to bring home uniform, lunch box, and books daily
Needing reminders for daily routines
Getting easily distracted and drifting off task
Struggling to remember spellings after a test
Poor spelling skills
Difficulty decoding new words
Trouble recalling daily activities when asked
Feeling overwhelmed when switching tasks at home
Procrastinating when given homework
Distracting themselves instead of staying on task
Inability to apply known math facts
Now, many of these signs are pretty common in a lot of children, and seeing a few of them in your child is no real reason for concern. However, if more than half of these symptoms apply to a child, they may have difficulty keeping thoughts in their mind or a working memory deficit.
Parents should consider conducting an assessment, as many free assessments are available for self-checking to gain further understanding.
If you are interested in having your child assessed, here is a free resource to do just that.
You can share the results with your child’s school or seek resources like Cogmed Working Memory Training, which can help bridge the gap. Parents can work together with their children using Cogmed Working Memory Training to support their development.
While the full effects of the pandemic are not yet fully understood, children who have lost critical years of education need to make significant progress. Recognition and remediation by schools may not occur due to high demands and limited resources, and these are allocated to those with behavioural issues and disruptions in the classroom.
Parents need not worry. The brain is adaptable. With the right tools, their child can get back on track. Get your free consultation with a therapist, someone who can help
Dyslexia? Dyspraxia? ADHD? ASD? Speech & Language? Developmental Delay? Anxiety?
Is every school day a struggle? As a parent, you may feel exhausted and on this journey alone. Each year you see the gap getting wider. You need to do something - change the approach, help your child learn for themselves, find a way to turn this around - to help while you can - do this NOW. the first step is free.
About the Author
Usha Patel is a Neurocognitive Therapist and Director at Raviv Practice London. Parents searching to help their suspected/neurodiverse child can get evidence-based solutions with results in as little as 8 weeks. Those in search of jargon-free help can get started straight away.
