Remote classes in French high schools

Some high schools in France have closed temporarily and shifted to remote classes due to violence against educational institutions and professionals. This move follows incidents that raised safety concerns, prompting schools to prioritize the well-being of students and staff.

Remote learning during the pandemic

The current shift to remote learning is not new. Schools in France had previously tested remote learning during the confinement caused by the Covid-19 pandemic. This experience may have influenced the current approach, although the circumstances differ.

Teacher perspectives on remote learning

Loïs Ballester, an English teacher in Auvergne-Rhône-Alpes, explains that his high school switched to remote learning after damage caused by external individuals. The principal felt it was not safe to continue in-person classes, but teachers were still allowed to work on projects or access the school premises.

Lack of clear instructions

At Ballester's school, there were no clear guidelines for remote learning beyond taking attendance and conducting classes in real time. The extension of remote classes was reviewed frequently, sometimes daily. All subjects, including physical education and experimental sciences, followed the same schedule.

Student engagement varies

Student participation in remote classes varied significantly. At Ballester’s school, students were attentive, with only a small number of absences. However, at a vocational high school in Montpellier, Karin Pothier, an esthetics teacher, noted that very few students submitted their assignments, indicating a lack of engagement.

Challenges with remote participation

William Thibault, an economics and management teacher in Nantes, faced resistance from students during remote classes. On the first day, few students joined, and some who did were accompanied by parents. Thibault expressed frustration with the lack of student focus and the difficulty of maintaining a classroom environment through video calls.

Concerns about educational continuity

Thibault’s high school resumed in-person classes without preparation, despite the recent violence and mistreatment of staff. He worries that the lack of preparation and the chaotic nature of the transition could affect students, especially those who are vulnerable and at risk of disengaging from education.

Impact on students and exams

For high school students, the academic year is critical, with baccalaureate exams and university applications looming. Loïs Ballester notes that while remote learning helps students stay on track, it also creates anxiety. He fears that some students might fall behind due to the challenges of remote learning.

Proposed solutions for schools

To address these concerns, William Thibault recommends the creation of reconnection and perseverance cells in schools to help students stay engaged. He also plans to adjust his teaching to include digital tools for preparing students for exams, acknowledging the limitations of remote learning.

Uncertainty about returning to in-person classes

Loïs Ballester’s school is set to reopen, but the previous remote learning experience was stressful. He expresses frustration with the lack of support and the challenges of teaching in a degraded mode. He feels that the situation is not an ideal start to the academic year.