Leader: Tristram Hunt could allow Labour to regain control of the education debate

The new shadow education secretary's eloquence and media savviness will allow him to challenge the self-confident Michael Gove.

Michael Gove can plausibly claim to be the most disruptive education secretary since the Second World War. When Labour left office in 2010, there were just 203 academy schools. There are now 3,364, and most secondaries are outside local authority control. In addition, 174 “free” schools have opened, further complicating a fragmented system.

Confronted by this pace of change, Labour has often been incoherent in its response. Having introduced academies while in government, it has been unsure whether to welcome Mr Gove’s reforms as an extension of its own plans, or to dismiss them as ideological and divisive. The teaching unions and the left have accused the party of giving the Education Secretary a free ride, while Mr Gove and the right have accused it of defending “producer interests” uncritically. Parents, most of whom merely want a good local school and are largely uninterested in dogma and ideology, have been left with the impression that Labour has little constructive to say about education.

Yet the appointment of Tristram Hunt as shadow education secretary could help Labour regain control of the debate. As an admired historian, he has an unquestionable commitment to academic rigour; his eloquence and media savviness will also allow him to challenge credibly the self-confident Mr Gove.

In his first days in the post, Mr Hunt has clarified where Labour agrees with the Education Secretary and where it differs. He was right to pledge that the party will not close down existing free schools – a move that would be unwise, given their popularity with parents, and premature, given the lack of data on their performance. He was also correct to highlight the flaws in Mr Gove’s so-called revolution. At present, the new schools, which are entirely state-funded, are located with no regard to whether there is a shortage or a surplus of places in the local authority. According to Mr Gove’s vision, standards will rise as good schools are forced to compete with better ones yet such market utopianism makes little sense when almost half of English school districts will have more primary pupils than places in two years’ time. Faced with this demographic reality, Mr Hunt has sensibly concluded that investment must be prioritised in the areas where it is most needed.

After founding the NHS, Nye Bevan is said to have declared: “If a bedpan is dropped on a hospital floor in Tredegar, its noise should resound in the Palace of Westminster.” Mr Gove’s reforms operate according to the same principle. While masquerading as a localiser, he has devised a system in which, once freed from town hall control, schools are directly accountable to the secretary of state. Even for a man of his energy and undoubted ability, this degree of centralisation is unsustainable.

The lack of local oversight has resulted in cases such as that of the Islamic al-Madinah School in Derby, where pupils were allegedly segregated and female teachers were forced to wear headscarves. In response, Mr Hunt has persuasively argued that free schools should be remodelled as “parent-led academies” with greater involvement from local authorities, increased financial transparency and accountability and a requirement for all teachers to hold formal qualifications.

In a passage that Mr Hunt will know well, Karl Marx wrote of religion: “Criticism has plucked the imaginary flowers from the chain, not so that man will wear the chain without any fantasy or consolation, but so he will shake off the chain and cull the living flower.” By seeking to salvage what is good in Mr Gove’s reforms while dispensing with what is bad, the shadow education secretary has mirrored this insight.

The Education Secretary’s desire to harness the dynamism and creativity of parents and entrepreneurs for the benefit of pupils is admirable but too often his enthusiasm has curdled into dogma, and his abuse of teachers is discourteous and wrong-headed. Now, at last, Labour is offering a third way.

New shadow education secretary Tristram Hunt. Photograph: Getty Images.

This article first appeared in the 17 October 2013 issue of the New Statesman, The Austerity Pope

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Tetris and sleep deprivation: how we can help emergency workers cope with trauma

First responders are at serious risk of developing PTSD during events like the Paris attacks. 

Some people seem able to deal with anything. They save a stranger from bleeding out in a bombed restaurant, protect passers-by from heavily armed gunmen, pull dead and dying people out of collapsed buildings, and they keep going because it is their job. These people are first responders.

When trauma goes on for days, as it has recently in Paris, however, the odds of them bouncing back from the violence, death and injury they are witnessing rapidly diminishes. They are at greater risk of developing a severe stress reaction known as post-traumatic stress disorder (PTSD). One study found that the worldwide rate of PTSD among first responders is 10 per cent, much higher than the 3.5 per cent rate among those not involved in rescue work.

Tetris to the rescue

So how best to address the problem? Research is in its infancy, but there are some promising studies. Emily Holmes’ group at the University of Cambridge has been looking at the benefits of playing Tetris, a video game, after a traumatic experience. The idea is that this could block the consolidation of traumatic memories so they don’t “flash back” later on.

For the study, her team first traumatised people by showing them distressing footage from public safety videos. The next day they invited them back into the lab to reactivate the memories with still images taken from the videos. One group then played Tetris for 12 minutes while the other sat quietly. Over the following week, the group who played Tetris had about 50 per cent fewer unwanted memories from the films compared to the group who didn’t.

The team concluded that playing Tetris helped individuals because it soaks up their visual processing capacity, making it harder for the brain to consolidate the visual parts of a traumatic memory.

Since it takes about six hours for the brain to cement a memory, the key is to play the game soon after trauma or within six hours of re-activating the traumatic memory. How long the helpful effects of playing Tetris will last and whether it will translate into helping people after real-life trauma is still unknown.

Talking it through

Other techniques, such as “updating”, taken from a highly-effective talking treatment for PTSD, may be more practical and easier to implement.

Like a detective, updating is a technique that focuses on finding new information and linking it to the case, the past memory. This is necessary because when the brain and body are in survival mode during trauma, the mind finds it difficult to encode all the relevant facts. Often key pieces of information that could make the memory less traumatic are lost. Updating links new information to someone’s memory of their trauma to make it less upsetting.

But can updating help to reduce unwanted memories after trauma?

We carried out a study, published in PLOS ONE, in which we traumatised people by showing them terrifying films of humans and animals in distress. We then divided our participants into three groups. One group watched the films again but were given new information about how long people suffered and whether or not they lived or died – essentially, they were updated. The second group watched the same films again but without the new information. And the third group watched films of humans and animals who were not in distress. The updated group had fewer traumatic memories and PTSD symptoms than the other two groups.

Updating is now being used by some UK emergency services. First responders will gather after critical incidents and update their memories of what happened before they go home.

Sleep deprivation

There are other techniques that may be helpful. One study found that depriving people of sleep may be useful in the aftermath of trauma.

But the same study found that a week after the trauma, people who had been deprived of sleep had the same number of unwanted memories as people who had slept well afterwards. Consequently, it remains unclear whether there would be any long-lasting benefits using this method. There are, however, certainly health risks linked to lack of sleep.

Still looking for a solution

To develop preventative interventions, we need to study newly-recruited emergency workers who haven’t yet suffered on-the-job trauma and follow them over time, spotting which “coping styles”, present before trauma, may predict their reactions afterwards.

For example, some people naturally react to stressful life events by dwelling on them, thinking about why they happened for hours on end. This strategy, called rumination, has been linked to PTSD in people who survived car crashes.

If rumination predicts PTSD in first responders, then preventative interventions could train people to spot when they are dwelling on an event and refocus their attention to the task at hand.

When we have identified which factors heighten emergency workers’ risk of developing PTSD, programmes can be developed to target those vulnerabilities. Only then can an intervention, directed at first responders most at risk of developing PTSD, properly protect them in their line of work.

The Conversation

Jennifer Wild is a Senior Research Fellow in Clinical Psychology at the University of Oxford

This article was originally published on The Conversation. Read the original article.