Teachers Demand Smaller Class Sizes for Better Learning Outcomes
In a powerful response to recent educational debates, seasoned teachers have come forward with firsthand accounts highlighting the critical importance of reducing class sizes. Drawing from decades of experience, they argue that smaller groups are not just a luxury but a necessity for effective teaching and student success.
A Vision of Educational Excellence
Caroline Manley, a primary school teacher from Liverpool, recalls a transformative period during the spring 2021 lockdown. With her class reduced to approximately 18 children, comprising key workers' offspring and those with special educational needs and disabilities (Send), she witnessed unprecedented progress. "For the first time ever, I could sit with an individual child for five whole minutes to resolve a maths difficulty, or have an in-depth reading discussion," she explains. This setting allowed for science investigations that were previously unattainable due to space and resource constraints. Send children, in particular, gained the confidence to voice opinions and seek assistance, with every student reaching their full potential in ways that larger classes often hinder.
However, this vision was short-lived. By March, classes returned to overcrowded conditions, where children lacked elbow room for proper writing and had to share vital resources among six peers. Manley emphasizes, "Anyone who says class size makes no difference hasn't spent their working day squashed up against their colleagues and still be expected to work and behave at their best, as our children have to every day."
Decades of Evidence Supporting Smaller Classes
Carole Kendall, with 42 years in primary education across various roles, reinforces this perspective. Having taught classes ranging from one pupil to over 30 in state schools, and observing norms below 20 in private institutions, she asserts that smaller classes undeniably impact teaching and learning. "The outcomes are not the same," Kendall notes, pointing out that while small classes incur higher costs, the benefits far outweigh the disadvantages. She criticizes policymakers for their reluctance to acknowledge this reality, stating that financial considerations often overshadow educational needs.
Echoing this sentiment, Professor Colin Richards, a former primary school teacher and schools inspector from Cumbria, reflects on a challenging experience from the late 1960s. He struggled to teach a class of 48 nine- and ten-year-olds in an overcrowded classroom, where many children, including those with unrecognized special needs, received inadequate attention. "How far was I really teaching those children? I couldn't know all of them very well; some regularly slipped my attention," he admits. Richards argues that falling school rolls present an opportunity to address diverse needs and provide more individualized support, urging that current generations deserve better than past shortcomings.
Historical Progress and Ongoing Challenges
Martin Goodwin from Standish, Greater Manchester, offers a historical comparison, noting that while average class sizes have decreased from 43 pupils in 1961 to 26.6 in 2024, as cited in recent editorials, there is still room for improvement. His personal journey from a large primary class to Liverpool University demonstrates that progress is possible, but he implies that further reductions could enhance educational experiences for all students.
These testimonials collectively underscore a pressing issue in education: the need for smaller class sizes to foster environments where every child can thrive. As debates continue, teachers' voices serve as a crucial reminder that practical classroom experiences should inform policy decisions, ensuring that future generations receive the attention and resources they deserve for optimal learning outcomes.
