In response to Daisy Christodoulou's recent article on predicting which children might become Neets (not in education, employment, or training), readers have offered a range of perspectives, emphasizing the need for a collective effort beyond the classroom. Mark Mon-Williams, professor of cognitive psychology at the University of Leeds, argues that Christodoulou's analogy comparing teachers to dentists misses the mark. He notes that dentists can help children learn to read by alleviating toothache, and similarly, the system should act when teachers identify barriers to learning.
Research Shows Early Warning Signs
Mon-Williams, who led the research at the centre of the debate, states that children identified with developmental difficulties through the statutory early years foundation stage profile (EYFSP) are 'much more likely' to become Neets in late adolescence. The EYFSP reveals holistic educational needs, but teachers cannot diagnose autism, treat anxiety, or fix housing. He clarifies that Alan Milburn is not making teachers responsible for everything, but rather wants the whole system to respond to these early indicators.
Christodoulou is right that schools cannot eliminate poverty or repair the housing market, but Mon-Williams argues that separating children struggling at school from economic efforts makes no sense. He highlights the tragedy of the rise in Neets, noting that government acts only by attaching an administrative label at the end of childhood, when research shows warning signs appear years earlier when intervention is effective.
Teachers' Role and Ofsted's Influence
Neil Blackshaw from Alnwick disagrees with Christodoulou, asserting that good primary teachers are adept at sensing children's futures. He cites his wife's experience in challenging areas, where she had an acute sense of what faced some children, and criticizes Ofsted's 'baleful influence' on teachers' nurturing role. He recounts an incident where a secondary-trained Ofsted inspector ended the career of a respected primary headteacher despite years of progress, urging that teachers be allowed to do their job with adequate resources.
Simon Surtees from London finds Christodoulou's response fair, stating that primary teachers have enough to do without speculating on futures. He suggests that providing measured evidence on strengths and weaknesses should suffice for secondary schools and careers guidance, and that secondary schools are best placed to assess potential, though they need better training and structures.
System-Wide Responsibility
The debate underscores a broader consensus among readers: supporting young people to avoid Neet status requires a collaborative approach across health, education, social care, and economic policy. Mon-Williams concludes that building a country that works for all children is not the job of teachers alone, but everyone's—including dentists.
