With schools now starting to open following the COVID-19 lockdown, many leaders and teachers will be wondering how well students transition to the classroom again.
But because a great deal of time will be spent on health and safety rather than learning content, how can schools ensure that students are getting a worthwhile experience?
According to new research by Cambridge University, a lack of time and resources may in fact be a blessing in disguise.
What has been the reason behind the recent increase in pupil exclusions? Despite the fact several people in the education world have tried to provide an explanation, it’s actually down to a number of contributing factors.
Matters aren’t helped by the fact that almost a quarter of teachers and school leaders (23 per cent) feel they lack confidence when it comes to managing behaviour and exclusions.
With this in mind, here’s six facts about pupil exclusions and what they mean.
It is fair to say that throughout life, people are measured and judged against certain benchmarks, which don’t always paint true-to-life pictures of character or capability.
The exact same thing can be said for our current examination system, which ignores the individuality of each student – it’s simply the strongest and fittest who survive.
So, does that mean to say we are failing our pupils with school examinations?