Best Practice

Covid-19 recovery: Time to start listening to our pupils

Mental health Pastoral issues PSHE Staff wellbeing Pupil wellbeing Coronavirus Covid recovery
What does ‘recovery’ mean? Post-lockdown and as the Covid-19 pandemic continues, we are all talking about pupil wellbeing – but are we listening to the children? Jenny Mosley urges a renewed focus on circle time and other ways of supporting pupil (and staff) wellbeing


This unparalleled time of crisis has given me a lot of time to think and I keep stumbling over the word “recovery”. My metaphorical tongue keeps poking it like a wobbly tooth.

I have come to the conclusion: I think we all need a much wider sense of the word “recovery”.

During the last few months of the coronavirus pandemic, I have been contacted by headteachers and teachers wanting ideas for helping both children and staff settle back into school life. I have read Professor Barry Carpenter and Matthew Carpenter’s inspiring “Recovery Curriculum” and see they are facilitating inspiring and excellent discussions. I love the empathic, wise, sensible way they write about the needs of children in response to all the loss they have experienced during the pandemic (Carpenter & Carpenter, 2020).

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