Accountability, scapegoating and encouraging rebellious joys- teaching in England

Solvason, Carla ORCID: https://orcid.org/0000-0003-3072-0079 (2025) Accountability, scapegoating and encouraging rebellious joys- teaching in England. British Journal of Special Education. ISSN 0952-3383 (In Press)

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Abstract

This article suggests that the rise that we see in referrals for children seen as having specific educational needs in England is the inevitable outcome of a system with ever rising expectations and accountability. It suggests two key reasons for this. The first is that the increased pressures upon teachers lead to them needing a ‘scapegoat’ to point the finger at when they fail to meet those unreasonable expectations. The child being ‘unable to perform’ is the last get out clause available to them. The second is that the toxicity created by ever mounting pressures placed upon teachers is, inevitably, impacting significantly upon teacher wellbeing. Tired, fraught and harried teachers are not in a position to offer a safe and secure learning environment for the children that they teach. The optimal conditions for the successful performance of both teacher and child, those based upon potential, unconditional positive regard, and care, are totally eroded from the heart of education. Children are not failing, the system is failing them. In light of this, this article encourages all educators to rebelliously see the positive potential of all children that they work with, and to be strengthened by those ‘moments of light’ that can be celebrated in even the smallest steps taken towards positive development.

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