A Lesson From Skimming Stones: Recovering Our Schools Will Need To Be Relationally Led
Each week I have cycled the eight miles to a house on the outskirts of town to meet with a very important 11-year-old pupil. I’ll call him James. One reason he is important is because is helping me see the lockdown through his eyes. Seven weeks ago on my first visit, James was reluctant to come out from his bedroom. He knew me from school, but he gave the impression I was intruding by coming to his home. To him, I was representative of an adult world that has let him down too often. When James finally emerged from the world of X Box, he looked more like a zombie blinking uncomfortably in the sunlight as he stepped out of his front door.
“Why don’t we go for a walk? You will have to keep your two meters distance from me.” Initially, this walk was just an excuse to check on him and remind him that he wasn’t forgotten. Now these walks have become routine; they have even taken on a name- a safe walk.
I’m not sure our first walk was very safe. James suggested we go to a lake near his home. He wanted to show me the swans that were now flocking to the shore in hope of being fed. Suddenly he panicked as four or five swans surrounded us. “Come back!” I shouted as he vaulted the nearest fence. I tried my best not to collapse in laughter but played the hero and corralled the swans away.
James gingerly reappeared, looking a bit embarrassed.
He lives with his elderly gran, who has health problems and is bedridden some of the time. James is representative of one of Scotland’s more vulnerable youths. Even before the lockdown his attendance at school was spotty at best. His clothes were often smelly and his hair unkempt. His outward appearance spoke of neglect and his demeanour told of his sadness.
Seven weeks later and when I arrive outside James’ house, thankfully less out of breath from the cycle ride than I was at the beginning of the lockdown. He meets me with a big smile, as I show him the skimming stones I have collected in my garden. He enthusiastically leads me down to the lake. We pass a swan sitting on its nest. James tells me he has fed the swan, but I notice he is also keeping his distance. I also notice his hair is longer and as if to make the point he pulls it down over his eyes. We laugh. We arrive at the small beach and he skims each stone, carefully counting how many times they bounce across the water. He watches a dog swimming out to fetch a stick and laments about his dog who won’t even put a paw in the water.
I venture a more direct question. “How is your gran? Is she any better this week?”
“She is okay,” is all he seems to want to say.
I can’t tell from his answer if this is his way of not wanting to think about the seriousness of the current situation. I know from conversations with other young people that many are anxious. I could tell from the tone of voice of another of my pupils that he was deeply concerned he had not heard from his non-custodial father for two weeks. Even before the lockdown, many young people living in kinship care and foster care were already worried about the health of their family members and carers who are often elderly grandparents. For some, these fears have increased their isolation.
I am surprised by how easily James seems to be engaging with me, so I ask another question about whether he misses school. He answers with a resounding, “No! I’m bored sometimes, but I don’t miss school.”
A couple of weeks ago, his social worker persuaded him to attend the local school hub for children of key workers and vulnerable young people. He went for one day. “The teacher shouted at me. He said we shouldn’t be kicking a football.” Like the vast majority of so-called vulnerable young people in Scotland he didn’t go back. Why should he?’ His gran told me that no-one from the school had phoned to ask where he was when he didn’t show up the next day. I know there are teachers who are connecting with children and families by phone, by sending then a card – skimming stones in their own way, but James is not alone in his sense of being unnoticed or unwanted. School wasn’t the most rewarding experience before the lockdown and it will take a concerted effort to change some young people’s perception.
I hear there are leaders in education meeting to talk about how we recover our schools. I wonder how many have been on a safe walk with an 11 year old. Some of the young people I see and talk to each week are happier not in school. One foster carer told me that her three children were much less stressed not having to go to school. If we have any hope of getting young people back to school, it will be because there is at least one relationship they value.
When I say to James, “I better be getting home.” He asks me if I can come earlier next week and walk further with him around the lake. We end our time with a competition to see who can throw stones the furthest.
Perhaps, as we think about going back to school, this will be a time to rethink how we relate to young people and re-imagine how education can help children see they are very important. They need to know, as we all do in order to learn, that they are safe, they are valued and belong. They need to enjoy being with us and us with them. We have an opportunity to recapture the fun and spontaneity children bring to life. They will play a vital part in our recovery as a society.
Adapted from an article by David Woodier
© 2020 David Woodier. Permission granted to reproduce for personal and educational use only.