Fostering the educational relationship between pupils and teachers promotes pupils’ well-being

Educational relationship

In the letter, the PPJ writes that the relationship between pupils and teachers has come under severe pressure across the entire education system as a result of the coronavirus crisis. Large groups of pupils are now barely motivated to attend school. The PPJ considers restoring this relationship necessary to promote both learning motivation and the social-emotional development of children and young people. Seeing one another, time, attention, discussion and trust should be central to this. According to the platform, it is important that teachers take the time to talk with their pupils and work on building a strong foundation.

Inequality of opportunity

The PPJ observes that some of the NPO interventions make a positive contribution to quality development in schools. At the same time, this intervention-based approach reinforces an idea of malleability that does not correspond to the reality in schools. The NPO is still insufficiently reducing the problem of inequality of opportunity, according to the PPJ. It is now abundantly clear that many children, and particularly vulnerable children, have been severely affected by the coronavirus crisis and the closure of educational institutions. The causes of inequality of opportunity often lie deeper, for example in the home situation, poverty or youth care.

About the PPJ

The PPJ, chaired by Kim Putters, is an independent committee of the NPO that monitors its choices and spending and provides social guidance for the programme. With financial support, the NPO aims to support the recovery and development of education during and after the coronavirus pandemic, so that learning gaps and study delays can be made up.

Broad attention to well-being

According to Chaja Deen of the Netherlands Youth Institute, in this advisory letter the PPJ returns to the purpose of the NPO: giving schools the resources and tools they need to help pupils bounce back after the coronavirus pandemic. “The emphasis here is on the most vulnerable groups, who have been affected most severely both socially and emotionally and in terms of learning gaps. The fact that these vulnerable groups in particular need a broader approach with more sources of support is consistent with the signals we are receiving from educational practice. It is important that the school once again becomes a safe and supportive environment. This requires broad attention to the well-being of pupils and teachers, as well as room to tailor the NPO to the individual school.”