Page 989 - Week 04 - Thursday, 7 May 2020
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All workplaces have risk factors. We know that frontline staff in hospitals and ambulances, tram drivers, bus drivers, cleaners, supermarket staff, garage attendants and even Bunnings staff are all working hard because we, as a community, need them to. We are seeing more and more people returning to work because people see and believe that the ACT can be a safe place and can remain safe if we follow the appropriate protocols. We are also seeing non-government schools, first, not shutting off completely to face-to-face teaching and, second, announcing firm plans to return to the classroom.
I remain intrigued as to why this government, with all its economies of scale and the force of its extremely hardworking and professional directorate, was not in a position to develop safety workplace plans to protect our teachers in their essential work environment until today. I remain intrigued as to why this government thinks a mixed population hub school is perfectly safe but a local school with a consistent and known school community is not. And I remain intrigued as to why this government thinks that schools are risky enough to shut down to face-to-face teaching and yet early childhood education centres are fine, particularly given that it is even harder to practise social distancing and extra hygiene practices there. It is not just me that is intrigued by these still unanswered questions. These questions also remain on the tongues of many parents, teachers and early childhood educators.
I have stated many times, and I say it again, that teachers and any other staff members in our schools have the same rights as any other employee in essential services. Vulnerable teachers and other staff members have every right to be safe in their workplace; and if they need to, they should be supported to work safely from home. I also know many teachers who just want to be back doing what they do best. They miss their students; they are concerned about their students’ educational wellbeing; they want to be able to deliver education in the best way, and that is in the classroom with face-to-face teaching.
My motion acknowledges the reality that COVID-19 has placed additional mental health pressures on many families. Many children have struggled with the disruptions and social isolation, and their social, emotional and educational wellbeing are suffering as a result. My motion further outlines that parents with multiple children who are also trying to work from home are finding it increasingly difficult. Once again, there is independent expert advice to support the contention from parents that their children’s education is suffering.
Recent research by five leading Australian universities, commissioned by the federal education department, has found that up to half of Australian children stand to be adversely affected by the move to remote learning. One paper initially focused on traditionally vulnerable students, but the cohort was expanded because of rapid job losses and limited home internet access, circumstances exacerbated by the rush to remote learning.
Another key report, from the Mitchell Institute at Victoria University, written by Professor Lamb—very familiar with ACT education—found that vulnerable students could fall weeks behind in their schooling. Professor Lamb found:
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