AS plans were revealed last week for the proposed re-opening of Scottish schools, plenty of adults expressed their views. But what do young people think? The Sunday National met five of the Children and Young People’s Commissioner of Scotland’s young advisers by Zoom. They claim that, as we enter this challenging phase in our education system, it’s kids going back to school who most need a say.

Aged 15-18 and living right across Scotland, the group all had exams cancelled in March and most are feeling deflated and uncertain about how the experience might impact on their future.

Jonathan, 16, from the Shetland Isles, says it was “devastating”. “Not everyone tries their best in prelims and the work that you did after them just wasn’t reflected,” he explains. “A lot of that was done in lockdown, but teachers had apparently got all the evidence in so it felt like there was no way to boost our grades.”

Eilidh, who is 17 years old and from Moray, is also worried: “I got added in to a maths class quite late and I didn’t get to do a prelim,” she explains. “But no-one has been in contact so I don’t know what’s happening with that.”

She is due to be leaving school this year to do an HNC but has had to stay on and start sixth year while she waits for news.

For 15-year-old Beccie from Edinburgh, there is some frustration. “I sweated over my prelims and I think they went OK,” she says. “But my maths was a bit rough and I’ve done so much work since. Every teacher handing work back was saying: “This is not the end result”.

Meanwhile, they have been expected to get on with school in lockdown and their experiences have been mixed.

Beccie explains: “My school just dived straight into Highers and it’s good to have that to work towards, but it’s strange and really intense. Usually you’d have someone sitting next to you to chat to and break up the lesson, but now it’s just ‘sit down, do the work’.

“A lot of people aren’t feeling very motivated because our previous course work hasn’t even been marked. I have a video call for each of my subjects at least once a week – but it’s usually just the teacher checking we’re all OK and still alive. They are really trying their best, but it’s not ideal.

Meanwhile, Maria, 17, from the Western Isles is still officially in school, but feels left in limbo waiting to see what is happening with her planned start at Stirling University later this year. “I am – or maybe was – in sixth year,” she says. “But since it was announced that course work wasn’t being handed in I’ve not really done anything, other than had a few catch-ups with teachers who want to know how I am.”

Abigail, 15, from Glasgow, has found it difficult to stay motivated. “As someone who struggles with my mental health I can struggle to get motivated anyway, never mind just sitting there with no-one next to me,” she explains. “I find myself just sitting there staring at a book or at the screen. I know that some people aren’t even looking at it and aren’t making an effort because they know it [learning by themselves] is not going to happen.”

She’d have liked more contact too – apart from emails with her maths teacher and course work being uploaded, there has been little of that, she says. “One teacher put up the entire year’s course work. It was a tad overwhelming to wake up one morning and find the entire Higher chemistry course there.”

But for this group, having a proposed date to work towards for schools returning has been cheering. Eilidh says: “I didn’t expect there would be a date so fast, so I think that’s really good. It feels helpful in terms of working towards my future.”

And while they’d prefer to be going back full time, they know everyone is working within the constraints of what is possible. Their minds are whirling with questions – will teachers have to teach from the front of the class? What happens if they need help with a problem where the teacher would usually sit with them at their desk?

“I think teachers still need to have a way of getting round to help pupils because we all learn in different ways,” says Abigail. Beccie stresses the need for digital inclusion to be properly considered, as well as the needs of those with additional needs.

Jonathan is concerned how it will affect his final grades, especially as his university application will be up against students who have deferred their places. “I think the SQA should ask young people what assessment might be appropriate this year for us,” he says. “We’re going to have a different type of teaching experience this year so there should definitely be some dialogue there. There might be a case – even for this one year – of changing the way we do examination.”

Maria worries about reduced places, too. “Unis might try to increase the number of international students because they need the money,” she says. “They need to ensure there are still places for Scottish students.” Beccie adds: “We need to make sure education for students remains free, too.”

But most of all they just want to be heard. “They need to listen to young people,” says Eilidh.

“It’s us that are experiencing this so we should get a say.”