As an educational psychologist, these are the tools parents and teachers really need now that schools are closed

Closures took place a week ago where I live, but staff, young people and parents are working together. Through collaboration and creativity, it is possible to emerge from this crisis stronger

On Wednesday, Gavin Williamson announced in the commons that schools will close to all but “vulnerable children including those who have a social worker and those with educational health and care plans” in light of measures to tackle coronavirus. At present, it is not clear which students constitute “vulnerable”. It would seem questionable to force young people to come to school simply because they have an allocated social worker or an EHCP. Vulnerability does not assign itself to simple categories.

There are numerous unanswered questions as to how school closures will be managed. Experience dictates that social distancing will have varied consequences on young people and families, depending on their circumstances. It is important to identify who is most at risk. As suggested by the National Education Union, schools can act as local community hubs. What might this look like? Can anything positive emerge from this predicament?

School is often a core “protective factor” for vulnerable young people; closure will rupture established routines. Those with Autism Spectrum Conditions (ASC), for example, are likely to find the sudden transition hard to comprehend; this may lead to emotional difficulties. It will be hard for some families, particularly those with additional needs, to cope without the support of skilled, school professionals.

Young people with mental health difficulties may find school closure destabilising. In many cases, they may receive counselling, mentoring, therapeutic sessions and more importantly, “therapeutic conversations” with trusted, caring adults in school.

Adopted children or those living in care are also at significantly greater risk. Schools are often spaces where they have secure attachments to consistent, responsive, caring adults and removing these relationships, almost overnight, may be disruptive to their psychological well being.

Young people who attend special schools often receive therapeutic intervention, medication and primary care at school. Some have complex needs that families will find hard to meet without the support of school professionals

For children subject to Child in Need or Child Protection Plans, home is not always a safe place. Parenting difficulties may be exacerbated by present economic uncertainties, which might add stress to families who are already at breaking point.

In sum, a child’s capacity to cope with school closure is mediated by numerous factors. It will be crucial for schools to recognise individual differences and prepare accordingly.

So, what can be done about this? There are a number of answers; they do not represent “the answer”, merely some ideas drawn from practitioner experience working with highly vulnerable student populations and supporting staff during school emergencies.

First, school teams should consider which young people are likely to be most impacted by school closure. If they are known to other services, it will be important for schools to contact local authority professionals, to gather information and engage in consultation around how best to meet the needs of young people and families in this novel context.

The next step would be to offer targeted support, which is best provided by trusted adults with whom students have developed rapport and connection. It may be helpful, particularly in regard to young people most at risk, for schools to allocate a key teacher with whom a child has a strong relationship to liaise with external professionals and act as a school-family conduit.

For children with a history of trauma, living in care or in chaotic home environments, it will be important for them to know that trusted adults are “keeping them in mind”. This might include telephone conversations or more extensive interactions. Depending on circumstances, it may be advisable for targeted young people and/or parents to attend school on a limited basis to access social and emotional support, medical professionals, psychologists, social workers etc. Alternatively, academic or more creative activities could be coordinated for individuals or groups of children, supported as necessary by external professionals.

Schools will need to form clear policies in regards to social distancing. If clearly explained prior to and during entry, this will be manageable.

While the most at-risk children should be prioritised, it may be valuable to send letters home to all parents, providing contact details in case they are struggling and require professional support.

Working collaboratively by drawing on local resources will be important too. Local authority services including educational psychology, CAMHS, social services, family support, youth services and youth offending teams may be able to offer support and advice to schools.

Planning meetings can take place using online portals when necessary. Educational Psychologists (EPs), for example, are experienced in dealing with school emergencies and can support schools in “holding the risk”. EPs can provide consultation and/or professional supervision for teachers to discuss upcoming issues in a confidential safe space and facilitate collaborative thinking about ways forward.

School closure presents an opportunity for schools and families to work together. I am currently living in North Cyprus; closures took place a week ago. It has been encouraging to see school staff, young people and parents come together to discuss how they are coping, share information about work and resources and using humour to move closer together. Isolation does not have to be isolating. It can present opportunities for relationship building.

Managing academic expectations will be increasingly important in the coming weeks or months. It must be acknowledged that some young people do not have internet access at home, let alone a calm space to work, or resources to do so. Any expectations set around learning must be managed sensitively and clearly differentiated to ensure that young people and families are not overwhelmed. For some, adding academic burdens to an already stressful experience may exceed their capacity and be detrimental to their mental health.

The coming weeks present an opportunity for schools to reach out to young people and families; to make them feel valued and cared for. Through collaboration and creativity, there is every chance that our schools and communities can emerge from present adversities stronger and more connected than ever.

Dr Chris Bagley is an educational psychologist and specialist in youth justice at University College London