Essay

Attention

Comment

Feminism

15 March 2024

5 min read

Sarah Everard: she was 'exactly like us'

An anniversary of anguish deserves the miracle of our attention.

Belle Tindall

Belle is the staff writer at Seen & Unseen and co-host of its Re-enchanting podcast.

Sarah Everard.

BBC/Everard Family.

This week, three years ago, we’d been shut in our homes for nearly a year and things were anything but normal. I don’t know about you, but when I think back to those locked-down days, it’s all a bit of a haze, those weird weeks tend to blur into one.

Except this week, that is. This week, three years ago, was a wholly different story.

We, the public, had just learnt that Sarah Everard, a thirty-three-year-old woman in South London, had been abducted, raped and murdered by Wayne Couzens, a serving police officer in the Metropolitan Police. And the news of this heinous crime took our breath away. Do you remember it? How you felt when you learned what had happened to Sarah? I can remember the anguish of hundreds of people ringing out from Clapham Common, reaching every corner of the country. I can remember that, legal or not, nothing seemed to quell the outrage that was drawing people to the vigil being held there. All that grief, it had to go somewhere.

The anger that night was so visceral, it feels like it’s still in the soil of the Common. The fear, so palpable, it still lingers in the air. And at that point, we didn’t even know the half of it. ‘She was just walking home’ - That’s the sentence, isn’t it? The one that haunted those days, weeks, and months.

Three years on and we’re no closer to coming to terms with what happened. Not really. In the wake of the recent Angioloni Inquiry, which concluded that Wayne Couzens should never have been allowed to become, let alone remain, a police officer, the BBC released a documentary that follows DCI Katherine Goodwin’s story as she led the investigation. From first seeing the bulletin of a missing young woman, to hearing the ‘whole life’ sentence come down on Couzens – viewers are walked through the whole thing, step by step. What led up to Sarah’s death, and what followed it. It’s something that we should all see, even though we’ll immediately wish that we hadn’t.

Because it would be hard to unsee the grainy footage of Wayne Couzens standing next to a handcuffed Sarah on the side of a busy road, abducting her while his hazard lights flash, all of it so sickeningly hidden in plain sight. It would be harder still to unhear the victim statement from Sarah’s mum, who admitted that every night, right at the time of the abduction, she silently screams ‘don’t get in the car, Sarah. Don’t believe him. Run!’.

All of it, it’s just so hard to know.

The details are hard to think about, and harder still not to think about. But that’s the point, I suppose. I remember what philosopher Simone Weil wrote,

that ‘capacity to give one’s attention to a sufferer is a very rare and difficult thing; it is almost a miracle… it is a miracle’.

I’m just not used to a ‘miracle’ making me feel so nauseous. In theory, Weil’s words are beautiful, in reality though – they ache.

I don’t tend to acquaint a feeling of utter helplessness with the miraculous. Where my understanding runs dry, my answers falter, and my tears flow – those aren’t the places I expect to see anything of any use, spiritual or otherwise.

But Weil goes on:

‘…it is recognition that the sufferer exists, not only as a unit in a collection, or a specific from the social category labelled ‘unfortunate’, but as a man (or woman), exactly like us, who was one day stamped with a special mark by affliction.’

Sarah Everard – her memory, as well as the people within whom her memory is most vivid, and her loss most keenly felt – deserve the miracle of our attention. Then, now, and for many years to come. We continue to grieve her, the woman who never made it home, as if we each knew more of her than her name. And that’s a beautiful thing, a human thing, a sacred thing. Because Sarah was more than her name, and she was more than her death. And so, she must be grieved as such, with our eyes fixed on the beauty of who she was, and the tragedy of who she will never be.

And it’s tricky, because you can’t tidy up lament, can you? There’s no silver-lining, nothing to polish. You can’t put a neat bow on despair or grief.

And then there’s Weil’s ‘exactly like us’ line to grapple with. And grapple with it, we do. The knowledge that it could have been any of us is ever-present. As a woman, I feel it every single day. If male violence against women is a spectrum - 1 being a wolf-whistle as we walk down the street, and 10 being death – the truth is that most of us will only ever face experiences that sit on the lower end of that scale. And yet, we are ever aware that 10 exists and that we could encounter it at any point. So, we are on the lookout for it. We are alert, always.

Sarah walked home a specific way that night; not the quickest route, but the best lit.

That’s what we all do. ‘Exactly like us’, indeed.

Lament; I suppose that’s what this feeling in my stomach is. And maybe yours too. It’s a feeling that goes beyond the rage I feel toward the monstrous perpetrator, and the institutions that failed to stop him, and so many others. It’s a kind of wordless grief that things are the way they are, agony that we live in a world that hurts this much, despair at how things could have been so different. I felt all this three years ago, when I heard about Sarah’s death. And I felt it last night, when my sister walked home from my house in the dark with her hood up so that she was less distinguishable as a woman walking alone.

And it’s tricky, because you can’t tidy up lament, can you? There’s no silver-lining, nothing to polish. You can’t put a neat bow on despair or grief, and you can’t pull yourself out of it by your own bootstraps. And that’s not to be defeatist, or to relinquish our responsibility to enact justice and fight for change. On the contrary, lament is rooted in the knowledge that things can be, and should be, better. But to try and find a way to solve the outrage we feel when it comes to the death of Sarah Everard is to completely misunderstand it, and ourselves, and reality.

Bad things hurt.

So, although writing this piece has been hard, I’m at least comforted in the knowledge that it was supposed to be a hard piece to write. And that the queasiness I feel and the tears that are threatening my professional resolve are the evidence of some kind of miracle that I don’t fully understand.

Article

Comment

Education

15 May 2023

5 min read

Why the RE teacher recruitment crisis is a problem

In the week that over a quarter of a million young people sit their GCSE Religious Studies exam, Paul Smalley analyses the crisis in religious education -demand for which is rising.

Paul Smalley

Paul Smalley is a Senior Lecturer in Religious Education at Edge Hill University and a Local Missional Leader in the Diocese of Liverpool.

Credit: Get Teaching

I could have laughed at Nick Gibb, the Minister of State for Education recently – but unfortunately, I don’t think he was trying to be funny. What caused my outburst of hilarity was a written answer he had given to a parliamentary question. The question had been asked by Catherine West, a shadow minister, and was enquiring about what steps the government was taking to ensure that recruitment targets for religious education teachers are met. As the daughter of a headmaster and a practising Quaker, it seems reasonable that she might take an interest in such matters; she is clearly aware of the recruitment crisis that is threatening the teaching of the subject in schools up and down the country. This awareness seemed to be lacking in the Minister of State’s response.

The first part of his answer was to report that the number of teachers remains high. And of course, he is correct – the number of Full Time Equivalent Teachers in England has remained fairly steady at around half a million for the last few years. What he didn’t mention is that there are over a quarter of a million more pupils now than there were five years ago. The pupil to teacher ratios in secondary schools has risen each year since 2013. Every teacher needs to teach more pupils. Last year the recruitment target for teachers was missed by some way and will be only slightly better this year.

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis.

But the question was about RE teachers specifically. And again, Nick Gibb chose his answer carefully, choosing the one year (2020/21) in the last ten when the recruitment target for RE teachers was exceeded – the year that the target was substantially reduced. In 2022/23 the recruitment target was missed by 25 per cent. On average between 10 and 12 per cent of RE teachers who train leave the profession within five years of training. This is higher than the average across all subjects.

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis. Teacher recruitment for all subjects is down 22 per cent from last year. However, RE stands out, being down a third of applicants from the last recruitment cycle.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them.

Why does it matter if there aren’t enough RE teachers?

Religious Education is the only subject which every state school must provide for all of its pupils. It has been this way since 1944 – but the subject has changed beyond recognition in that time.

It is a popular and increasingly important subject for our young people to study. Over the last five years entries to the GCSE have stood at around an average of 250,000 with entries to the full course GCSE rising by 30 per cent over the last decade. It is a subject which helps young people navigate the complex and dynamic nature of our multi religious, multi secular world. It has never been more important, recognised by wider society as vital for preparing students for life in global Britain.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them. It is a space where ultimate questions are discussed. Big questions such as: ‘Why do people suffer?’, ‘Is death the end?’, and ‘How should we behave in the world?’. In an increasingly secular world, young people need a space where they can explore these questions, gain insight into how Christians, members of other faiths and non-religious people respond to these issues and develop their own understanding of their place in the universe.

I wouldn’t go as far as some in saying that RE is an opportunity to de-indoctrinate young people against a prevailing secularising agenda, but RE is a curricular space where pupils can come to realise, that whatever their own personal background, someone’s belief or worldview, shapes and influences how they engage with and interpret the world around them. For some people these beliefs are fundamental; there is no place of neutrality on such matters – nobody stands nowhere. Pete Greig reminds us (in the book How to Pray: A Simple Guide for Normal People) that even those who state that they are not religious will often pray: there is a spiritual side to life, even if people fail to explicitly recognise it. If children are growing up in non-religious households, school may be the only place where spiritual matters are discussed openly and objectively.

High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history.

Teaching young people is a demanding job, and as someone who has been training people to teach RE in high schools since 2006, I know that teaching RE demands a particular skill-set. RE is multi-disciplinary, so it requires a teacher who understands how to think like a theologian, and a historian, a philosopher and a social scientist. It requires academic skills such as ethnography and literary analysis, but also the people skills to act impartially, empathetically and sensitively when discussing important and controversial issues. And all that on top of the skills required of any teacher – to manage behaviour, plan lessons and monitor progress for example.

However, such is the level of crisis that all too often RE is being taught by non-specialists, simply because there are not enough trained RE teachers. High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history. Of those who teach RE in secondary schools over half spend most of their time teaching another subject (compared to only 13 per cent of those who teach English and 27 per cent of those who teach Geography). These same pressures contribute to many schools’ RE provision simply not being good enough.

What can be done?

The first step for the government to take is to acknowledge that there is a problem – with teacher recruitment across the board. The teaching profession as a whole needs a boost – to show that teaching is an attractive career. Significant workload reductions and pay increases will help this perception.

But there is a specific problem with RE recruitment. Postgraduate teacher training attracts a bursary to teach Geography of £25,000. RE trainees receive no bursary. I have heard of well qualified humanities or social science graduates who have chosen Geography over RE simply because of this. In years when there has been a bursary available to train as an RE teacher, then recruitment has risen significantly.

But what might really make a difference is a properly funded National Plan for RE to ensure it is properly resourced and taught by professionally trained teachers.

For more information about becoming an RE teacher or supporting the campaign, visit: Teacher Recruitment - Culham St Gabriel's (cstg.org.uk)