A Teacher shielding during lockdown
28 March 2022
A Teacher shielding during lockdown
Written by Rhona Lappin, Principal/Art Teacher
As a teacher, shielding over lockdown, I was concerned I would not be able to remain involved in the daily events of our school. Although I continued to work from home, upholding my principal teacher remit – attending virtual meetings, writing policies, re-working report formats, outlining forward plans; I also seized the opportunity to complete my dissertation to finish a Master’s degree in ‘Inclusive Education’, so I was in fact, kept very involved and very busy!
My mixed methods study explored what changes or systems could be implemented to determine an effective ‘Learning Across Care and Education’ initiative to contribute to raising educational outcomes for young people residing in secure care. The study, conducted from a reflexive perspective, required young people to complete a vignette questionnaire, framed around Maslow’s Hierarchy of Needs. Through teamwork and consultation, all young people participated with interest and enthusiasm. They communicated a satisfaction that their physiological and safety needs were met given the nature of our setting and considered the strength of their relationships with staff to be an opportune foundation for supporting learning out with school time.
Aside from my own personal research, due to my shielded status, I benefited from support from a few other teachers in disseminating my questionnaire and delivering the responses back to me through my front window! I also had ongoing support from my supervising tutor at the University of Strathclyde.
My research allowed me a coincidental segue into what we now more commonly refer to as ‘blended learning.’ The multi-disciplinary community of secure care is required, more so than ever, to collaborate to establish effective access to learning. For us, this occurs not only with technology, but through using our positive, pro social relationships with young people in responding to their individual needs while supporting realistic independent learning opportunities.
As the opportunities for learning and support expand, I have been reminded that the needs of our young people, their families, their mental health, and their wellbeing are carefully considered constantly. Our team planning and communication is key to championing and progressing their needs emotionally and academically. While the pandemic has required us to dig deeper to uncover even more creative ways of providing enriching learning experiences, the truth is, within the secure setting, teachers and care staff alike are often required to think outside the box in terms of enhancing engagement and participation in learning. Coping with the pandemic, exploring innovative means of communicating while navigating challenging situations has only solidified the imaginations and endurance of the staff group.
Our repositioning of staff throughout the pandemic has encouraged new relationships to flourish, older relationships to be consolidated and, for me personally, has provided a mammoth professional development opportunity in confirming my own learning and understanding of inclusion, and the strength and value of relationships around this. In the longer term, I feel completing my course over lockdown has reinforced the importance of ongoing inquiry and the importance of allowing the voices of our young people to be considered within this. It has allowed me to see that there is always a way! There is always an opportunity.
Despite distance and physical separation, I have not felt cut off from my colleagues, young people or my career and development. This in itself highlights to me that inclusion is more than just a physical concept. Professional and personal connections have persevered beyond expectations to manifest inclusion as a feeling in reality.
As the opportunities for learning and support expand, I have been reminded that the needs of our young people, their families, their mental health, and their wellbeing are carefully considered constantly. Our team planning and communication is key to championing and progressing their needs emotionally and academically. While the pandemic has required us to dig deeper to uncover even more creative ways of providing enriching learning experiences, the truth is, within the secure setting, teachers and care staff alike are often required to think outside the box in terms of enhancing engagement and participation in learning. Coping with the pandemic, exploring innovative means of communicating while navigating challenging situations has only solidified the imaginations and endurance of the staff group.
Our repositioning of staff throughout the pandemic has encouraged new relationships to flourish, older relationships to be consolidated and, for me personally, has provided a mammoth professional development opportunity in confirming my own learning and understanding of inclusion, and the strength and value of relationships around this. In the longer term, I feel completing my course over lockdown has reinforced the importance of ongoing inquiry and the importance of allowing the voices of our young people to be considered within this. It has allowed me to see that there is always a way! There is always an opportunity.
Despite distance and physical separation, I have not felt cut off from my colleagues, young people or my career and development. This in itself highlights to me that inclusion is more than just a physical concept. Professional and personal connections have persevered beyond expectations to manifest inclusion as a feeling in reality.