• It is clear that key parts of building back better are strong collaborative relationships, robust communication, connectedness and compassion. There is also a shared understanding of the challenges and respective roles. It is important to consider how we can embody the ‘can do’ spirit which was evident in lockdown and led to strong collaborative relationships, agility in decision-making and the focus on looking after our vulnerable children. As Research Professor Andy Hargreaves expressed, we have to move from “thinking about what we are losing” as we did during lockdown to “think harder about the things that are important like co-operation, relationships and figure out how to do it better."

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• The principles of effective leadership are pretty constant having a clear vision, managing people and building capacity (Leithwood, Harris, and Hopkins 2020 cited in Harris and Jones 2020). However the evidence also suggests the importance of adaptive leadership, implying a shift in leadership practices caused by COVID-19 (Harris 2020 cited in Harris and Jones 2020). As a result there are several implications for education leadership going forward.

  • The first focuses on the importance of leaders collaborating with a range of partners beyond their own setting to provide the most robust support for learners and their families.

  • Secondly, it is important that there is adequate and relevant professional learning for those in formal leadership roles. Professional learning that is cognisant of the current landscape and that sufficiently prepares them with the leadership frameworks, skills and practices to meet the challenges they will face.

  • Thirdly, Sahlberg (2020b) argues: “If we really want to transform our schools, we should expect less from policy-driven reforms and more from the visionary leadership of principals, professional wisdom of the teachers, and passionate engagement of students as change-makers” (online). We need to honour the professionalism of our teachers, school staff and leaders and facilitate ways to unmask their potential.

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• Educational settings are likely to play a vital role in supporting and improving the health and wellbeing of children and young people as we progress through this pandemic by providing familiarity and predictability, connection, safety, structure, and pastoral support (Betz, 2020, p.2).

• Quotes from the Good Childhood Report (2020) demonstrate the fear, stresses, and challenges young people expect to face as they try to ‘catch up’ on the months of missed, or reduced education. Going forward “we must listen to what children and young people are telling us and respond. Yes, we must keep the positives, but we must also move quickly to address emerging problems.” (The Children’s Society, 2020a, p.2).

• Since mental health and wellbeing are fundamental to learning, (Panayiotou et al., 2019, p.193)’ they must be prioritised.

• The mass of data collated and all the lived experiences of children, parents and the people who work with them during this pandemic have made it obvious that education cannot simply return to pre-COVID practice and thinking. If we are to ‘build back better’ the education system needs to ‘learn and change’.

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• The pandemic has had a significant impact on learners and whilst this may result in ‘learning losses’, it is important to recognise the ‘silver linings’ for education and capitalise on these.

• There have been creative approaches to ensuring equitable access to learning and more flexibility in terms of ‘time and place’. This has encouraged professional reflection by educationalists on the nature of learning, the potential now to refine practice and teachers and becoming catalysts for change. This will help to ensure that developments are embedded and sustainable with the potential to generate further momentum.

• There has been genuine partnership with parents, partner organisations and other services. There has been a move towards creative approaches to learning and skills development to engage and motivate learners and we have a strengthened understanding of the skills learners require to become independent in their learning. Educators should build on the learning from this crisis, collaborating and sharing as a system, locally, nationally and globally.

• Formative approaches to assessment will support educators to plan appropriate next steps. It is important to focus on what learners can do and build from this. As we support recovery in education we need effective and inclusive practice to overcome increased inequities. (Chapman and Bell, 2020)

• We are fortunate that Curriculum for Excellence affords the flexibility to tailor the curriculum to the needs of our learners. Perhaps it is time to realign our rationale for education to ensure it meets the relevant demands?

• As we support educational recovery, we have a unique opportunity to consider not just a return to the system we had, but a fundamental reimagining of what education should be in the years ahead. What is the true purpose, nature and value of education? We have learned valuable lessons and worked together to overcome significant challenges. Let’s use these “crisis-recovery strategies as a basis for long-term improvements, and seize the opportunity to ‘build back better’.” (World Bank, 2020, p.37)

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• Where practitioners have had to think outside the box, there is recognition that some new ways of working (e.g. online/blended learning, online groups) are more efficient and effective than practice and engagement prior to the pandemic. They have encouraged a widening of educational experiences. Where there is evidence of improved methods of engagement and support many plan to continue and develop approaches delivered during Covid-19. Practitioners aim to retain what worked well and adapt what didn’t to ensure they continue to meet the needs of everyone in communities.

• Moving forward it is crucial that families and wider communities have a voice in future decision making. There is a desire to build back better and firm acknowledgement, from a range of stakeholders, that we are all in this together with a shared collective purpose and that next steps cannot be achieved alone.

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• The emergent themes: communication, compassion and connectedness are evident in the examples of submissions shared with Education Scotland illustrating success and achievement. The place and need for authenticity in education has been identified as a silver lining of the experience of the pandemic and may be a valuable legacy in the future design and delivery of education. There is greater understanding of the experiences of families through the changes enforced by circumstance. For many, this has brought an empathy and willingness to share and support in new ways.

• The benefit of having a curriculum that is flexible and supports change is clearly evidenced in actions taken in response to the pandemic...This will be influenced by local experiences. It may be an opportunity to revisit and better strengthen the vision of curriculum for excellence (CfE) to include a greater focus on the skills agenda and developing the young workforce. For others, it will allow them to strengthen online and outdoor learning.

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