The Role of Headteachers in Ensuring Safe Transportation to School

Headteachers urged to pick up truanting children: A controversial proposal

Introduction

In a recent statement, Education Secretary Gillian Keegan called on headteachers to take responsibility for picking up truanting children and driving them to school. Keegan argued that senior staff have a “duty” to do whatever is necessary to tackle the crisis-level pupil absences exacerbated by the ongoing COVID-19 pandemic. However, her suggestion has been met with criticism from unions, who argue that headteachers should be on-site running schools. This article will explore the various perspectives surrounding this proposal and its potential ramifications on the education system.

The Rise of Truancy amid the Pandemic

The disruption caused by the COVID-19 pandemic has had a significant impact on student attendance, with experts warning that truancy has become increasingly common since the outbreak. The shift to remote learning and parents working from home have potentially contributed to this rise in absences, particularly on Fridays. With parents’ attention divided between their professional responsibilities and their children’s education, some students have slipped through the cracks, leading to a concerning number of severely absent pupils.

The Proposal and its Justification

Gillian Keegan’s proposal suggests that headteachers should go above and beyond their traditional responsibilities to ensure that students are present in the classroom. According to Keegan, some headteachers have already taken proactive measures, such as driving to students’ homes to pick them up in order to combat absenteeism effectively. Keegan argues that during these unprecedented times, extraordinary measures may be necessary to prioritize the education of all children.

Criticism from Unions

Unions have criticized Keegan’s proposal, asserting that it reflects a lack of understanding about the challenges faced by schools and headteachers. James Bowen, assistant general secretary of the National Association of Head Teachers, highlights the practicality issue of headteachers driving around to collect truanting children. He argues that school leaders need to be present on-site to effectively manage the running of schools and that requesting them to provide transportation would not be a prudent use of their time.

The Philosophical Debate: Roles and Responsibilities

This proposal raises a broader philosophical debate about the roles and responsibilities of parents, schools, and society in ensuring children’s education. While schools play an important role in supporting attendance and creating a conducive learning environment, the primary responsibility for bringing children to school on time lies with parents. It is the parents’ duty to ensure their children’s regular attendance, rooted in their inherent obligation to prioritize their child’s education.

Alternative Solutions

Rather than burdening headteachers with the additional task of transportation, alternative solutions should be explored. One approach could involve reinvesting in local authority teams responsible for transporting truanting children to school. By bolstering these teams, schools can focus on their primary objective of delivering quality education, while external support networks ensure that children are safely transported to and from school within a structured framework.

Conclusion

The proposal put forth by Gillian Keegan, suggesting that headteachers should personally transport truanting children, has sparked intense debate. While the issue of truancy demands urgent attention and action, it is crucial to consider practical and sustainable solutions. Rather than burdening headteachers with additional responsibilities, collaborative efforts between schools, parents, and external support systems can foster an environment that prioritizes student attendance and overall educational excellence. Ultimately, it is essential to strike a balance that ensures the welfare of children’s education without unnecessarily diverting headteachers‘ focus from their primary leadership roles within schools.