Thread by @DrPetra

I want to find ways to push back at university management and funders who're not supporting parents and carers and thus putting pressure on schools, increasing risks to school staff and harming vulnerable children and families. Can we frame our focus in this way? /1

People concerned about situations in universities may have little understanding of how schools work or the impact of the pandemic on school staff. Could we have more of a dialogue, listening to teachers and other school staff and appreciating how tough it has been for them? /2

Can we explore ways to push back against employers pushing us to work in unreasonable ways. Noting how their doing so is creating a cascade of harms to us > our children > schools/staff > vulnerable children and families /3

When we say 'vulnerable children', without breaching any confidentiality or causing safeguarding risks, can we explain what that means? Most people have little or no idea /4

When we talk about our choices to send our children in to schools (as critical workers/university employees) can we frame those choices with the rights of other children whose needs may be considerably greater than our own children's /5

Can we talk about the risks to teachers - not just in terms of infection (although that should be paramount) but stress, exhaustion, extra workload. Our demands for in person teaching or live lessons - what are we doing here to other colleagues in education? /6

Might we be able to pause and note that we may care very deeply for our children/teens and want the best for them, while recognising our ambitions here may be holding back or harming children with fewer opportunities or privileges? /7

Can we note that conversations on 'university staff' and 'essential/critical workers' usually means academics. Not admin, catering, cleaners etc. Those on precarious roles or whose jobs are contracted out. Are we holding space for them? /8

We *need* to have these conversations and they are not easy or comfortable. As we talk about the pressure of home schooling can we remember those who've been bereaved and/or have fertility problems who'd *love* to have the issues we're describing? /9

Are we able to note the different needs of those who are carers rather than parents, and whose carer responsibilities may be remote but significant. And parents/children who are disabled or have SpLDs? /10

I don't have answers (I do have opinions). But I think we ought to be thinking about all the 10 points above and more. And putting them back to management/funders who're not supporting us and putting us in the horrible position of harming other people. /ends