The value of SCHOOL

IT’S EASY TO CONFUSE SCHOOLING WITH EDUCATION. A SCHOOL ENVIRONMENT IS THAT SUPPORTIVE BRIDGE BETWEEN HOME AND THE WORLD OUTSIDE, AN INCUBATOR OR SPRINGBOARD FOR THE LIFE SKILLS NEEDED OUT THERE. SCHOOL IS MORE THAN ACADEMICS, WRITES ANNE SCHAUFFER

For many parents, juggling children and schooling at home during lockdown has taxed them beyond breaking point. Others have coped better, and some even believe it works well for them, and are toying with the idea of this as their new normal. But to what extent is this right for every child? Even if they’re happy being “schooled” in the easy comfort of home, is this a well-rounded education? There are numerous complex life skills taught and learnt in a school environment, some of which are not able to be replicated at home. Parents contribute crucial, valuable puzzle pieces to a child’s developing life, but so, too, does the societal microcosm provided by schools, teachers, and a wide range of children.

Dr Caron Bustin is an educational psychologist with extensive hands-on experience. From her perspective, there’s also ample global scientific research on a child’s emotional, academic and social development, and how the school environment supports that: “The school-going child progresses from the inner sanctum of the family circle, to the first external domain within wider society. Schools act as the interface between the individual and the macrosystem, the world at large. Going to school requires a child’s adjustment from dependence on parents and home, to ABOVE: Dr Caron Bustin – belonging and socialising in a same age group – an educational plus developing trust in another adult, the class psychologist. teacher, who in turn represents the authority of the institution and wider values. It’s a big step.”

And it builds from there: “Past research shows that children with poor social skills through insufficient social opportunities are at higher risk for negative behaviour,” she says.

An ability to interact appropriately is a key social skill; bluntly, children need to learn to get along with other people. “Social skills and social interactions are the foundation of human consciousness,” she explains. “These emerge through a dynamic interplay between the individual and his/her environment, and are believed to be fundamental to our functioning, for relationships and community life. School provides the ideal stamping ground to

enhance that capacity to adapt and perform in a lifelong way. Interestingly, research shows that parents tend to underemphasise social problems, and focus more on their child’s physical and educational aspects as priorities.”

An ability to interact appropriately is a key social skill; bluntly, children need to learn to get along with other people

What about discipline? Is home discipline different from that of school? “Rules are a reality at all levels of human life, laid out to guide and protect human rights, interaction and dignity. By grasping the bigger picture hypothetically, children begin to wrestle with life issues. As their powers of critical thinking emerge, they can interrogate the rules, the rule of law, ethics and duties.” At school, there are rules, and then there are unwritten social ones – not unlike in life. Functioning in a complex society like a school environment, children grow to understand the nuances.

Caron goes on to say, “The power between parents and a child is uneven, often about obedience and acceptance. Peer interactions are more balanced and egalitarian. Interactions with friends or peers allows for negotiation and less adult-dependent reliance – this enhances selfassertion and problem solving, just as friendship serves as a buffering agent to protect and nurture during adolescence.”

Psychologist Paul Bushell believes that in a constantly changing world, emotional intelligence is the greatest gift we can give our children: “If young people can understand their own and other people’s thoughts, feelings and behaviours, they are more likely to manage their feelings and make choices for their behaviour. Equally, they’re likely to be more empathetic and embracing of diversity, and be flexible, curious, creative, and resilient.”

No time like the present pandemic to examine this theory, and for Paul, it’s clear people with those skills have been better able to weather this storm: “Emotional intelligence is best learnt through real-life experiences, uplifting ones as much as tough ones. Schools create wonderful opportunities (in and out the classroom) for young people to grow and practice their emotional intelligence development.” Paul doesn’t knock home schooling at all, but feels that ultimately, success requires more than online learning: “For the average family, schools still provide the best conditions for holistic »