I have steered clear of talking about politics here. Well, a bit, anyway. This is partly because simplicity is the polar opposite of any form of current affairs (though messy has certainly come into its own), and partly because when I think about politics at the moment it gives me that clenched up feeling in your throat that you get when you’re arguing about something you really care about with someone who just won’t listen.
This morning, I accepted that I couldn’t ignore that lump in my throat and keep on trying to breathe through it. Why? Because the start of the teaching year is just around the corner, and so, possibly/probably/definitely/never in a million years (delete as appropriate) is a General Election.

As anyone who has ever been in a classroom with me for more than 10 minutes will know, I quite like talking about politics. In fact, make that anyone who has spent 10 minutes with me in any situation at all. (Overhead yesterday was The Cowgirl, the roll of her eyes evident through her voice, muttering “Not boring Brexit again…” Sometimes struggles to work out which way round her trousers go, but already knows about Europe.) We have discussed Brexit, immigration, budgets, whether education should be free, climate change, the NHS, and so many other things besides. Sometimes they come up naturally. Sometimes they are shoe-horned in to tick a box (you want me to talk more about British Values? Well…) Sometimes they are deliberately planned because I think it really is so much more important than a bit more on how to pass an exam.
One thing that falls clearly into that category is teaching students about elections. I first taught a lesson about voting back in my first year as a trainee teacher, and agonised over it for hours. I have honed it, shaped it, vastly improved it, and used it again for every election since. I teach adults. They need to know not only that they can vote, but how voting works, and how to choose who to vote for.
And that is the key problem I am having now. The first part of the lesson is very straightforward. Take my usual rant about why everyone should vote, tone it down, remember not to do it with a large glass of gin in one hand, tone it down again, and job done. Then things get harder. Normally, at this point, I would go into a variety of things that should probably be obvious, but, apparently, are not. My students leave either bored out of their minds or fired up with new-found enthusiasm, and I can sit back and know I have done my bit for democracy, compose Facebook updates detailing the most interesting things to come out of the lessons, and feel delightfully smug.
Not this time, I suspect. My usual list of What Students Probably Don’t Know runs into neck-deep quicksand by about minute ten:
- You do not vote for a party; you vote for a candidate. Well, I suppose that is still true. More so than normal if yours is one of the more than 30 MPs to have changed party this year. (I admit, that figure is based on Wikipedia, which lists every shift in allegiance, expulsion due to scandal and bigotry, re-admission, and re-expulsion in dizzying detail.)
- We do not elect our Prime Minister. So far, so accurate, of course. This has caused seismic incredulity every time, even in the days when we had a conventinal Prime Minister. The obvious question is always How are they chosen then? Um. He’s the one who can command a majority? On the day even his brother abandoned his party, I don’t think that works. He’s the leader of the largest party? By this time next week I’m half expecting the Tories to have been overtaken in number by the Lib Dems. He’s the one who has the confidence of the House? When it is both publicly acceptable and not even questioned to say that Boris Johnson will change his mind as soon as it suits him, I doubt he has the confidence of his own reflection, never mind Parliament. Well, never mind. We always knew Boris would break the mold. Let’s move on.
- Choose who you will vote for by what matters most to you. In a world with so many demands crushing in from every direction, who is going to be our R2D2 and stop the walls before they kill us? Climate catastrophe lurks in every shadow, questioning every choice available. The NHS is in crisis. Education is making our children less equipped for daily life as it overwhelms their resilience and their ability to make independent choices. Brexit hovers over us like that spaceship in Independence Day, and none of us really know which worldwide icon it will consume next. Given all these paralysing priorities, I’m not convinced it’s fair to put anyone in the position where they have to decide on the spot what is most important to their lives. I certainly can’t ask them to defend their choices to people they have only just met.
- Find out what each party stands for. Quakers seek that of God in every individual; here, I seek that of God in every party. I have to provide materials on each one for my students, as none of the parties produce their manifestos in a way that can be understood by low-level readers who are also politically inexperienced.* I attempt to read them, summarise them without bias, make up my own too. It does, however, require manifestos. Or at least, it requires people to say things and then stick to them for at least as long as it takes to teach one lesson. This taxes my time, my neutrality and my patience with current affairs at the best of times. These are not the best of times.
It feels more important than ever to teach about the next election, precisely because it is so unpredictable, so unusual, so contradictory. We need to teach each other, our children, ourselves. We all bear responsibility for getting into the unfathomable fiasco facing us now. What do we do now to take responsibility to get out of it again?

*You can get easy read versions, but they still run to about 50 pages and tend to be even more biased than the standard ones. She says, with no bitterness at all.












