The state of education
My eldest son aged 11, came home from school recently and shared that he had concerns about his experiences that have troubled and alarmed me. As his father I want nothing more than to protect and shield him from the shadier elements of London living. I realise however the contradiction as I write, because I have worked in prisons for over four years. I have also worked with vulnerable people on the margins of society and that live in the shade for over 8 years. Deepening and grading my perspective considerably.
Working for almost 4 years with Together a National charity that supported service users and probation officers and courts in London. Together’s highly skilled team of practitioners provide mental health support and psycho education to service users involved within London’s criminal Justice System.
‘*Shade is a factor of life, it precedes and follows light.’
My son has moved from a well-resourced primary school with a committed PTA (Parent Teacher Association) with middle class values and expectations to a secondary school that whilst being in the same neighborhood seems to not be as well supported. The commitment the school has appears geared to raising it’s educational achievements as a secondary school. The social and emotional development of it’s pupils seems to have been overlooked. The documentary called School emphasises what the lack of investment and resources has meant for secondary schools across the country.
My son reports that nearly every day there are playground fights and his year group are involved with something called “violating” other pupils. A form of engaging negatively with another pupil that shames them and makes them either react aggressively or retreat from social engagements. Which can have a huge social impact on students – limiting the scope of making firm social connections and friends and bearing witness to the challenges of inner city life.
John Leguizamo’s Latin History for Morons on Netflix is a phenomenal expose on growing up ‘Othered’ within a country that does not want to accept it’s involvement with the systematic destruction and demonisation of several groups of people and their cultures. Ghetto Rage is a topic of interest John mentioned that I will further investigate and write about soon.
As a 40 something year old man I don’t understand the culture of school being a site for malevolence and cruelty committed by pupils as vulnerable as peers of my son’s against fellow pupils. Being assertive is a factor of living learning and growing. Bullying as part of systemic form of disorganised peer oppression troubles me.
My son simply does not want to go to his school or participate in any of the senseless acts of pseudo violence, passive and active forms of aggression
as a result, or other acts of hyper masculinity that seem to have besieged his year group. What is going wrong I wonder with state education? Why are young women and young men acting in harmful ways to other children and themselves and what can we all do about it?
I doubt I will be able to find the answers in this piece of writing however I can raise my concerns and offer ideas of possible ways forward. I wonder if a member of parliament’s child were attending my son’s state school what they would think/see/feel?
I am disappointed that the choices we are left to think through are: exiting the school, non-attendance and living with a sense of anxiety that has grown in my son and through our family. The social development versus academic achievement focus appears to have been the split that this school has made.
The thinking I have is that the school has grossly under estimated the effect that the focus and pressure toward academia could have on it’s key stage 3 and 4 progression results and overall exam achievements. A
socially and emotionally balanced pupil could perform
academically better. Not just at exams but in life also.
Perhaps another way is to be found with education that invites collaboration, communication and creativity. Few children my son included are without the curiosity to look for answers or create story’s that make sense of the worlds that they inhabit. For their, our children’s, worlds are different to ours. They face challenges that are new for the planet, maybe we should be teaching all differently…
Akala and Education