"Five to six months without school is an announced disaster"

In a college in Dinan (Côtes-d'Armor), on the day of the return which followed confinement, on May 18.
In a college in Dinan (Côtes-d'Armor), on the day of the return which followed confinement, on May 18. VINCENT FEURAY FOR "THE WORLD"

According to Honorary Inspector General of Education Jean-Paul Delahaye, the health crisis is accelerating the dropping out of children from working-class backgrounds.

Since mid-May, schools have reopened in all departments, even if only for a minority of children. This is not the case for colleges, which remain closed in the red zone. Should we, as some elected officials ask, move up a gear?

Yes, especially in difficult neighborhoods, and without losing sight of health precautions, it seems urgent to me to recall adolescents in institutions. Let’s stop lulling ourselves into illusions: going back to class will not be the same. Waiting for September won't change anything. I do not defend a "schooling" as such: it would make no sense to reconvene a whole class to "complete" the programs …

No, what is a priority is to tighten the link that has broken down. If we do nothing for a rapid resumption of contact between young people and the educational institution, we multiply the risk of seeing them lose ground at the start of the school year. Five or six months without school is an announced disaster.

Where classes have resumed, teachers say the health protocol drastically limits the capacity. They can't do "more". Can we ignore it?

Of course not. But what prevents, today, from organizing in colleges, including in the red zone, meetings between teachers and students? Head-to-head, in a suitable room, with "rollovers"? I plead for a gradual and common sense return, based on what happened during confinement with the children of caregivers.

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A treatment apart, in the country of school for all?

I do not see what can be embarrassing to designate certain children as priority. The Ministry of Education, very soon after the closure of the establishments, advanced the figure from 5% to 6% of dropouts. Or 500,000 children. One can reasonably think that the ratio goes far beyond. Just listen to what the teachers say: a disaster is taking place. The health crisis accelerates the dropout of children from working-class backgrounds. And we would not react?

"Children from working-class backgrounds = drop-out children" … Don't we force the line a little?

In all the families, children deprived for two months of transmission of the teachings in an interactive framework, but especially without social bond, lose interest, energy, motivation… Nevertheless, we know that the confinement placed the youth in a situation terribly unequal, because digital equipment is not the same from one home to another, because family supervision differs. When there is a possibility of supervision.

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