By Justin Foxton
As we brace ourselves to crest the Covid-19 wave, another crisis is taking deep root in our country. This crisis will far out-live the Coronavirus pandemic and its impact will be devastating.
Thus far our rightful focus has been on frontline workers and frontline issues; health, public safety, policing, nutrition and aid. Of course, those of us with children or involved in education have been very concerned about that space, but this is not considered a frontline issue.
In South Africa, this must be questioned. It demonstrates how misunderstood the role of school principals and educators in our society is. Their roles reach far beyond that of educators.
A school principal and his or her staff are community leaders responsible for the well-being of the whole. Their roles are not limited to the school grounds. Their school is often the heartbeat of an entire community and they are looked to as custodians of that community. They function as community conduits, communicators, counsellors, feeders, clothers, surrogate parents and first-responders in many emergency situations.
Overlooked and devalued
Yet even before this pandemic, our school principals were often over-looked and devalued. Consequently, they were and still are, stressed, over-worked, often depressed and burnt-out. And now they must face the biggest challenge of their career: Endure facing anxious and deeply unsettled community members angry at schools closing and reopening and reclosing and reopening, the prospect of sick learners and educators not to mention their own loved ones, worries about the academic year not being completed and the massive ramifications of that prospect and worries about their own health. Right now, we are expecting them to withstand the personal and systemic trauma of one of the biggest human catastrophes of this generation, whilst being responsible for the future of our children and the careful balancing of the ecosystem of a school and its community.
Again – should we not be rethinking our definition of what constitutes the “frontline”?
Leading without support
Beyond this, the question must be, how can school principals be expected to lead hundreds, often thousands of children, staff and community members – including, incidentally, all our frontline workers and their children – with absolutely no training for an emergency such as this and no personal or professional support from government or civil society?
Now and indeed long into the future, these people will have to deal with a system that is currently on its knees and will be forced into total submission as the next 18 – 24 months unfold, resources get scarcer and support dwindles as we focus on “more important issues”.
The Covid-19 Catch 22
Of course, I understand that this is a catch22 of the highest order. How could we realistically be doing things differently? What resources we have are rightly being put into saving lives – and those are stretched to “broken point”.
Yet, this is a time to be applying our best non-dualistic “both/and” thinking. We need to begin looking to the future – a future beyond Covid-19 – whilst fighting the fires of the present. Because the future is one in which our children are safe and well, but months of their lives will have been lost, compromised or traumatised because we failed to invest in some of society’s most valuable workers during these Covid-19 months and years.
Leadership and supporting leaders cannot be viewed as a nice-to-have because leaders save lives. Leadership matters especially in a crisis and especially in schools and we must urgently find the resources and invest in supporting, capacitating and energising school leaders for this fight. We can and we must work together – government, business and civil society – to mitigate the inevitable fallout in our education system from this disaster. And we must act quickly and decisively because principals – and their schools – are at breaking-point.
A change of thinking
As we budget our time, money and energy, we must name educators – and school principals in particular – as key frontline workers who need primary levels of crisis support. They don’t stop the fight because schools close. The principals we work with spend day and night stressing about how they can keep up with the education of their precious charges – our children – with little or no support on-or-offline. As a country we are unwittingly setting in motion the wheels of a secondary crisis that will have untold ramifications for many years to come.
Now that the nutrition program is once again in place and children’s basis needs are being cared for even during this period of closure, let us view school principals and their teams as a critical part of our Covid-19 recovery effort.
What can we do?
Practically, I have noticed that as a parent, simply affirming and thanking your school principal and acknowledging the trauma of their situation (and offering to help where possible) goes a long way to encouraging them to continue the fight. Do this individually but also as a community in the form of some kind of public and regular ‘shout out’.
Lobby government at all levels, beginning with your local Ward Councillor and DoE Circuit Manager, to name and respond to school principals as frontline workers by acknowledging them and arranging support in the form of training and counselling. If this is not prioritised, engage with local mental healthcare practitioners or counsellors and/or NGO’s who may be able to assist pro bono. I include details below of one such NGO that supports school principals though partnership with business.
It is in our hands.
We cannot fail them.
Local Not-for-Profit Symphonia for South Africa and its flagship program Partners for Possibility is uniquely positioned as a global expert in the field of deep, systemic, cross-sectoral leadership development and principal support between schools and businesses. This initiative is being heralded as a bulwark between schools and the destruction in the basic education space caused by Covid-19. Visit www.pfp4sa.org