Too many students are missing out on museum and gallery visits post-pandemic, with even school-led trips in decline. Andria Zafirakou issues a call for action to schools
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Research published by national charity Art Fund has found that 36% of teachers are undertaking fewer culturally based school trips post-pandemic. This figure rises to 40% in some areas of the country, including in the North West and the Midlands.

Fewer visits means that students are missing out on immersive and rich learning experiences that help spark their imagination and develop critical thinking.

Visiting cultural spaces is an important part of all children’s education, helping them to understand and operate within a different environment, embed their knowledge and improve their understanding, not just of the curriculum but the world around them, too.

For many of the children I have taught, cultural trips have proven to be the most memorable moments of their time at school and we must not underestimate the impact of these experiences.

Whether it is building social skills, mixing with people of different ages, or observing other behaviours, trips have so many wider advantages.

And as we know, many children living in poverty do not have these kinds of experiences in their personal lives. The Art Fund research last year, which included data from more than 1,000 children aged 6 to 15, found that only 52% of disadvantaged students have visited a museum in the past year compared to 70% of their more advantaged peers.

Those from lower socio-economic backgrounds are even less likely to experience these visits with their school (34%) compared to their peers (47%). Overall, 35% of students have not visited a museum in the last year.

A few years back, I led a trip that involved using the London Underground and I remember one of my students was terrified of using the escalator as she had never been on one before – she was in year 10.

Trips aren’t just about curriculum learning but they also show students the wide range of opportunities and experiences available to them which helps to grow their confidence and independence.

As a teacher, I have not been immune to the numerous barriers faced when trying to arrange these trips. It can be a really stressful and time-consuming experience, from the paperwork, risk assessments and gaining permissions, to convincing senior leadership that a specific cultural space is worth missing out on classroom learning time for.

Classroom time is vital, of course, especially as key assessments near, but I don’t believe this should be at the expense of learning experiences outside of school that could boost engagement and interest.

Another barrier teachers may worry about is their own students’ behaviour during school trips. I have experienced this myself when taking a class of students with particular needs and complex behaviours to a gallery – trips can involve strange and new environments for many students which can be unsettling and dysregulate them from routines.

But we must be brave and not let this deter us. Your students will draw from your own confidence and enjoyment of a museum or gallery and you could discuss with your chosen venue what resources, support and spaces will be available on the day to help you navigate any challenges.

There is a real willingness from the cultural sector to invite schools and I often receive information from galleries and museums who are making a conscious effort to create spaces that inspire and support curriculum learning.

My advice would be to explore what is available near you. This doesn’t have to be an expensive venture as there are lots of fantastic incentives available to teachers.

Indeed, the Art Fund’s Teacher Art Pass gives teachers access to hundreds of museums or galleries so that you can gauge the most suitable spaces for your students, ask questions of the gallery coordinators, and share feedback to help improve the experience for young people.

One of my favourite ever school trips was to the Royal Academy’s Anthony Gormley exhibition. I was initially concerned that this huge space would be intimidating for my students, many of whom were disadvantaged and would perhaps feel uncomfortable.

However, the organisers put a great deal of effort into making it a welcoming place for my students to engage and learn. There was food stalls, music and workshops and other schools there from similar age groups enjoying and interacting with the installation.

I have never seen my students so inspired but also so comfortable in a cultural environment. They all went away with new-found confidence and interest in attending exhibitions of this nature – an experience that I hope will encourage them to pursue their own cultural trips in the future.

Now is the time for teachers and the cultural sector to work together to help get young people into cultural spaces that can inspire them, boost their wellbeing and education outcomes, and most importantly make some glorious school memories.

  • Andria Zafirakou is the vice-principal at Swiss Cottage School in north London. In 2018 Andria was the precipitant of the Global Teacher Prize and used the money to found a charity called Artists in Residence (AiR) with an aim to improve arts education in schools. Andria has written two books Those Who Can Teach and Lessons in Life. Visit www.artistsinresidence.org.uk

 

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