It's disheartening to see the persistently high numbers of COVID-19 cases in New South Wales forcing the state government to include regional areas in the lockdown this week. With some parts of Victoria and the ACT also in lockdown, I send my thoughts and prayers to all of our school communities during this challenging time.

I'm acutely aware of the impact of protracted lockdowns on our school families and staff, and the toll it takes on wellbeing and learning. 

We know from the research and reporting of remote learning last year, there are vast differences in the experiences for some members of our communities.

Educational disadvantage is more prevalent for students from lower socio-economic backgrounds, for Aboriginal and Torres Strait Islander students and students with disability, as well as those from remote areas. 

Families supporting the learning of younger children often find it more difficult than families with older children who have greater independence in their learning. We also know that the digital divide is a real concern for many families who have no or limited access to digital devices and the internet. 

What became clear from last year's experiences was that there is no one-size-fits-all approach to responding to emergency lockdowns. Schools are called to respond creatively and flexibly to meet the needs of their students, families and staff.

However, there were some characteristics that allowed schools to respond most effectively in periods of remote learning and teaching including:

• A strong focus on pastoral care and the wellbeing of all members of the school community
• Regular communication and support for families including providing information and resources to assist with student wellbeing, home learning, online safety, faith formation and prayer
• Support for teachers including staff wellbeing, learning policies and protocols, pedagogical resources and professional learning 
• Offering families financial relief and access to digital devices and the internet

Since our very first schools opened 200 years ago, Catholic education in Australia has been called to provide a preferential option for the poor and the marginalised. The ongoing and profound impact of the COVID-19 pandemic continues to highlight that educational disadvantage is still prevalent across our country. 

I want to acknowledge the ongoing commitment and efforts of our schools and systems to respond to the needs of all students and their families, particularly during these tough times. 

Jacinta Collins
National Catholic education executive director