Education is, without a doubt, one of the fundamental cornerstones of a child and young person’s life.
It’s not just about learning facts and figures; it’s about shaping futures, building confidence, and fostering the potential within every child and young person. The importance of education is so significant that it’s enshrined as a universal human right.
Article 28 of the United Nations Convention on the Rights of the Child (UNCRC) explicitly states that every child has the right to an education, and this education must be delivered in a way that respects the dignity and rights of the child. Article 29 underscores that education should help children develop their personalities, talents, and abilities to the fullest.
Yet, despite these ideals, the reality for many children and young people in Scotland falls short of this vision. There is a persistent gap between the aspirations of these articles and the lived experiences of young people in our schools today. This gap has been starkly highlighted by the experiences of students during the COVID-19 pandemic and continues to be a critical area of focus as we move forward.
Insights from Our 2021 Report
In 2021, we published a report detailing the experiences of children and young people with education both before and during the COVID-19 pandemic. Our goal was to amplify their voices and emphasise the vital role that education settings play in the healthy development of children. Although a few years have passed since its publication, the insights remain as relevant as ever.
One of the most striking findings was the significant impact of home learning on students’ attitudes towards education. During the phases of remote learning, children’s enjoyment of school, confidence in completing homework, interest in learning, and overall sense of support were at their lowest. This period underscored the essential role of schools not just as places of learning, but as supportive environments where children feel valued and part of a community. This is also significant for children and young people who are excluded from school and demonstrates the urgent need to advance alternatives that continue to meet their human rights, and social and developmental needs.
Another key takeaway was the importance of a “new leaf” approach to behaviour. Young people expressed a strong desire to be treated with mutual respect and to be judged based on their current behaviour, rather than being defined by past mistakes. This approach, underscoring all of our work with children and young people, is crucial for building trust and fostering a positive learning environment where all students feel they have a fresh start each day.
Bridging the Gap: The Role of Relationship-Based Support
The need to bridge the gap between home and school emerged as another significant theme. The relationship-based support model that includem employs has been instrumental in helping young people engage more fully with their education and within their community. By offering tailored support that addresses both academic and personal challenges, we’ve seen students become more connected to their learning and better able to thrive in school.
One young person highlighted the importance of having in-class support, stating, “Someone in class to help me if I’m struggling. Struggle to focus, so they could help me focus and then when I focus they could leave as I wouldn’t need them there anymore.” This insight aligns with findings from the Scottish Government’s 2023 report on behaviour in schools, which emphasizes the need for schools to provide timely and appropriate support to meet the diverse needs of students.
The Call for Understanding and Respect
Children and young people are calling for opportunities to demonstrate improved behaviour and learning, and better support in managing behaviour. Includem is actively working to fill this gap by helping young people understand their emotions and develop essential self-regulation skills.
The Scottish Government’s 2023 report also echoes these sentiments, noting that a lack of understanding and appropriate responses to individual needs can exacerbate behavioural issues. The report advocates for a more inclusive and empathetic approach, where students are treated with dignity and their voices are genuinely heard.
One young person poignantly shared, “I’d like my teachers to respect me and ask me my opinion. I hated my English class, but it took my includem worker to tell my guidance this before they moved [my] class. I don’t skip English now.” This highlights the critical role that respect and active listening play in a young person’s educational experience, and the positive impact this can have.
Moving Forward: A Vision for the Future
As we continue to advocate for the rights and well-being of children and young people, we remain hopeful that the full implementation of the UNCRC (Implementation) (Scotland) Act 2024 will bring about a much-needed cultural shift. This shift should see children and young people becoming active decision-makers in their own lives, including their education.
For this vision to be realized, schools and educators must be willing to meet students where they are, both literally and figuratively. This means providing the support they need, when they need it, and in ways that respect their individual circumstances and potential. It also means ensuring that students’ voices are not just heard but are integral to decision-making processes.
Let’s commit to this vision, ensuring that every child and young person in Scotland receives an education that respects their rights, nurtures their potential, and prepares them for a fulfilling future.
