A former teacher who left to set up a wellbeing and education programme for children, says schools are “at breaking point”. Nick Clement who taught for 10 years, including eight as a class teacher at Llanharan Primary, said lack of funds means children don’t always get the specialist support they need as wellbeing problems spiral post-Covid.
He described how, during two years supply teaching and eight as a contracted class teacher, he has seen children's wellbeing problems multiply since the pandemic. The bilingual ex-teacher said he has seen “everything” from primary age children lashing out, swearing, throwing chairs, fighting and arguing.
Since Covid some have difficulty making eye contact, joining in activities and making and maintaining friendships. Children are also more likely to refuse to take part in classes or miss school.
Read more: All the children kicked out of school in Wales during the pandemic and why
To get our free daily briefing on the biggest issues affection the nation, Wales Matters, click here
“Schools are at breaking point,” said Nick, “I worked as a teacher in very under privileged areas. I kept seeing the same cycles of children with wellbeing issues who found it hard to learn and felt I wasn’t making a difference.
“Small schools especially don’t have the resources or the specialists to deal with this. It has got worse since Covid 100% and there’s a lack of funding to schools to get the support children need.”
Convinced that wellbeing was essential before children can begin to learn the father of two decided to leave teaching and return to schools to run education wellbeing sessions. Last march he set up his company ChiEducation since when he’s delivered sessions in 80 schools across Cardiff, Swansea and Merthyr - demand is so great he is now planning to take on staff and expand.
“I felt there was no point moaning and thought “what can I do to help?” So I set up Chi last March after Covid.
“I thought surely there needs to be a massive push for wellbeing before they can start anything. Today I’m working with a year six class in an amazing school.
“If we spend some time on wellbeing early on teachers will have more time later on.”
Describing the lingering effect of pandemic lockdowns and classroom closures on children Nick added: “Covid has had a massive effect. It has affected children’s social skills, how they make friendships and communicate and even making eye contact -some things that we took for granted before.
“Some have lost motivation or motivation is poor. Since Covid children are more likely to say in school “no, I’m not doing that” or “I won’t do this” or “this is boring”.
“A lot of respect and social skills have been lost. We have all kinds of stress in schools, trauma of parents’ divorce, things like that. Covid has had a massive effect on children’s wellbeing. You see children abscond from class.”
Nick said persistent absence is such a growing problem that schools are trying everything to keep children attending, which sometimes leads to further problems.
“Schools are trying desperately to keep exclusion down and attendance up and there’s nowhere else to send some of these children. Some of these children would do well in pupil referral units where there are very clear, strict rules, but there aren’t enough places for them.
“There’s nowhere else for some of these children to go so they stay in schools. Some schools have consequences for behaviour and others not.”
He said the stress of trying to address mounting wellbeing and behaviour problems among their classes was taking a toll on teachers. They are not trained in dealing with such high levels of trauma as some children have.
Nick is now trying to address this with his wellbeing sessions. The former teacher goes into classrooms to run sessions which might include mindfulness, sport, dance and art activities. He also talks to children about the effects on the brain of social media and gaming.
“I run the workshops so the children can forget about negativity. Fun is a key part of what I do and we talk about wellbeing. Today I’ve been working with a year six class doing fitness and explaining the damage that can be caused going on social media. I’ve explained the brain science behind it, so they have a deeper understanding why it’s bad for them. I also do workshops using dance, cheer leading and mask making. I do mindfulness and breathing exercises.”
Working in primary schools Nick might go in to do a half day session, one day, or one day for several weeks.
“What I love is when teachers say they don’t think someone will join in, but then they do. I feel I am making a difference now. In the last year I’ve worked in more than 80 primary schools in an age range from nursery to year six.
“I do believe schools are at breaking point. Teachers are not specialists to deal with this behaviour. Teachers will see themselves as failing on behaviour issues but they are not. They are not behavioural specialists.
“Early intervention in mental health problems is key to reducing the damage caused by them. Half of adult mental health problems start before the age of 14 and 75% start before the age of 24. Therefore, improving children and young people’s mental health should be everyone’s responsibility.”
Read next:
Sudden Stratospheric Warming, a 'key step to Beast From the East' is underway
Teachers strike back on as union rejects renewed pay offer from Welsh Government
Schools in Wales get tough with parents as absence rates fail to come down
