‘Do I ask or do I not?’: How has guided home learning affected student attitudes to learning?

Debbie Hill and James Earp, Northampton High School, UK Introduction The return to school following two periods of guided home learning (GHL) and the introduction of mixed model learning has continued to present challenges to the whole learning community. A lot of initial media attention focused on learning loss (Andrew et al., 2020); however, in our own school setting, we have taken a more holistic approach by focusing on the learner. Our research, exploratory in nature, was conducted in spring/early summer 2021 and allowed us to investigate how the impact of GHL had affected attitudes to learning, so that, returning to the physical classroom, we were better equipped to support our students in their learning.  Methodology All students in Years 1, 6, 8, 10 and 12 were invited to complete an online survey, with parental consent. In total, 133 students responded, almost a quarter of the school population, with almost two-thirds of the respondents from Years 8 and 10. The survey used