It had been a long day. I’d been shadowing the student (a White British, disadvantaged boy) across all his lessons, experiencing at first-hand his regular, daily diet of school. Now, last up, it was geography. There was a post-lunchtime sluggishness about the room, not helped by the bright sunlight outside and a general reluctance on the part of the class to recognise the apparent delights of coastal erosion.
Ten minutes gone and the teacher was six slides in, gamely sharing a passion for stacks and stumps and wave action. But I could detect her dawning awareness that year 9 might not be “feeling it”.
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