"WE WENT TOO FAR" - Boris.
Boris Johnson admitted that the government went too far with school closures during the Covid-19 pandemic, and he stated that children ended up paying a devastating price for those measures.
Boris Johnson described the decision to close schools as a nightmare idea, and he argued that the long-term consequences for education and mental health were far worse than anticipated. Boris Johnson said that ministers acted out of fear and uncertainty, and he claimed that officials struggled to balance public health with children’s right to education.
Impact on Students and Education
Boris Johnson explained that pupils missed approximately 22 weeks of face-to-face learning, and he noted that the resulting disruption left many students academically behind. Boris Johnson criticized the grading system that replaced traditional exams, and he said that it failed to recognize the true abilities of many children.Boris Johnson emphasized that many families lacked access to proper online learning tools, and he pointed out that the digital divide deepened social inequality. Boris Johnson maintained that the decision was made in good faith but insisted that the government underestimated the long-term educational harm.
Reflections on Leadership and Inquiry
Boris Johnson expressed regret over how the situation unfolded, and he told the Covid-19 Inquiry that the handling of schools reflected a broader pattern of governmental overreach. Boris Johnson accepted that scientific advice was inconsistent, and he suggested that ministers should have challenged certain recommendations more rigorously.Boris Johnson claimed that the inquiry process was vital for accountability, and he said that future governments must learn to weigh the cost of restrictions more carefully.
Public Reaction and Political Context
The public and political responses to Boris Johnson’s remarks were divided, and many educators agreed that closures harmed children’s learning while others defended the government’s caution.The Department for Education faced renewed scrutiny for its preparedness, and several officials admitted that contingency plans for remote education were inadequate. The debate reignited questions about how decision-making authority was shared within the Cabinet, and it underscored the continuing divide over pandemic-era policies.
They clearly underestimated the long-term impact those closures would have on children’s education and mental health.
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