opposite: she was just about the most disorganised person I knew. I knew where her shoe would be. It would, same as ever, be in exactly the same place as it landed when she last flung it off.
I headed upstairs anyway, however, because I had the luxury of an hour till I needed to leave for work, whereas she really did only have five – no, four – minutes. She’d secured a great job after leaving college, and she was really enjoying it. She worked in a travel agents, which she said gave her ‘that holiday feeling every day’. But it wasn’t a holiday – there was an end time and, more pertinently, a start time. Just as well she had such an understanding boss.
I was halfway up the stairs when she appeared on the landing. ‘It’s okay,’ she said, hopping as she pulled the errant shoe on to her foot. ‘Panic over. Someone must have kicked it under my bed.’
‘Er, excuse me?’ I chided, as she came down to join me. ‘Someone? Which someone might that be?’
In answer she planted a quick kiss on my cheek, then she was out of the door to catch her bus with only seconds to spare. I waved her off, thinking wistfully of how it might feel to be 18 again, off to work without a care in the world.
The children in my own world were different. Well, the ones I spent my weekdays with, at any rate. I worked as a behaviour manager in a big inner-city comprehensive school, so the kids that came my way were the opposite of carefree. They came to spend time with me for a variety of different reasons, but what they had in common was that they couldn’t cope in a mainstream school setting. My job, as well as providing a safe space in which they could work, was to assess them and decide upon the best course of action, which could involve counselling them, teaching them coping techniques and/or, in some cases, referral to outside agencies that could help them, such as professional counsellors and clinical psychologists. Sometimes it could be as simple as formulating a temporary alternative curriculum, and other times it could end up being protracted and complex – where a child’s difficulties were too severe to be dealt with using mainstream school facilities, for example, it might mean a transfer to a live-in establishment that had the staff and facilities appropriate to their needs. And in extreme cases, where the children were deemed to be at risk at home, social services might be brought in and the child placed in care.
Either way, mine was a job that, though often challenging, was never boring, but with the growing numbers of children getting referred to me in the six months since I’d been there, it could also at times be very stressful.
With Riley gone to work, that just left me and my son Kieron at home, with my husband Mike, who was a warehouse manager, long gone too. And home was where I suspected Kieron would stay most of the day. It was the end of September – three weeks into a new academic year – and Kieron was finding life hard to cope with. He was 16 now and had left school back in June without a plan. And with his friends either back in school or college, or even working, he felt a bit rootless – the change in routine had really unsettled him. Kieron has Asperger’s, a very mild form of autism, so all change is difficult for him to manage, and the big question – try for college, get a job, do an apprenticeship? – was still to be settled and was weighing heavily on his mind.
And ours too, and would continue to do so till Kieron worked out what he felt was the best path for him; something there would be no point in rushing. No point plunging into something only to find out it was the wrong thing – that would only stress him out more.
So we needed to be patient – though right now I had other things to think about anyway. Having my final cup of coffee, throwing something for dinner into the slow cooker and making sure the house looked the way I wanted it to look when I returned home at the end of the day.
Well, hopefully, anyway. I gave my work shoes a quick polish before slipping them on my feet and grimacing at my reflection in the hall mirror. That was the one major downside of doing what I did – that I had to get so trussed up to do it. Smart black skirt and jacket, black tights, shiny shoes. And a crisp stripy blouse – it was all so not me! I’ve always been much more of a jogging bottoms and T-shirt type, more a ‘bundle my unruly hair any-which-way into a ponytail’ sort of woman than one who enjoys spending hours in front of a mirror blow-drying it and having to wear make-up all day.
But there was no choice, not if I wanted to be seen as a professional. Part of my job involved meetings with fellow professionals – head teachers, social workers, educational welfare staff, educational psychologists – so I had learned quickly what the sartorial rules were. I needed to dress to impress if I was going to by taken seriously – an uncomfortable sacrifice for someone like me. I’d rather spend time with a hundred unruly teenagers than be sat around a conference table with adults of that calibre – intimidating was what it was, even if necessary.
As ever, however, all thoughts of anything other than the job in hand left my mind as soon as I walked through the school gates, and I was greeted by the usual cacophony of shrieks and yells that were synonymous with every Monday morning.
‘Morning, Miss – did you have a nice weekend?’
‘Miss! Brandon Smith’s been telling lies about me!’
‘Mrs Watson, can I come to you instead of doing PE today?’
Smiling at the little crowd that threatened to engulf me, I pointed at the oversized hall clock. ‘We’ll have plenty of time to catch up later,’ I reassured the group around me. ‘And yes, I did have a nice weekend, thank you, but right now it’s time you all got off to registration.’ I grinned at them. ‘And guess what I need?’
‘Coffee!’ came the chorus, as the kids began dispersing. ‘Coffee, Miss, you’re off to get your coffee!’
They weren’t wrong. My love of coffee was almost as well known about me as my love of creating order out of chaos. Not that the staffroom was chaos, exactly, but neither was it a shrine to housewifery. I knew I was regularly the subject of whispers and odd looks as I stood by the drinks-making area in the corner, furiously wiping spills and polishing teaspoons. I’d often wait behind, too, after the bell had gone for classes, plumping cushions and straightening papers and journals. No one ever mentioned it – well, not to me, not yet, at any rate, but I was pretty certain they knew it was me.
There was the usual air of sudden evacuation in the room as I entered, as the assembled teachers – often 25 or so at this time of day – headed to their classes to deal with registration. I, on the other hand, still had half an hour to kill, as the students currently with me would not come to my classroom till after that was over, at around 9.30. I made my coffee, trying to resist the urge to do the washing-up as well. Which was ridiculous; there was a lady whose job it was to come in and do that during lesson time, but it was a challenge for me not to beat her to it.
Still, I resisted. I had plenty to be doing anyway. There were the lesson plans for each child in my unit to be finalised – currently five – plus some writing-up of stuff from the previous day. I did a daily ‘life space’ interview with every child who was with me. It was one of the new buzzwords, and what it actually meant was starting a conversation off with each child and then just listening. Well, not just listening – ‘active’ listening, which was all about helping the child to open up, using emotive prompts such as ‘That must have been upsetting for you’ and ‘What happened then?’
And going by my experience with some of the kids I’d had pass through my hands so far, the answer to that could be anything. Straighteners or not, it could make anyone’s hair curl.
My office was situated on the ground floor of one of the two school buildings, the one that also housed most of the other main offices and the art, sport and drama departments. The second building, which was connected to the first via a long corridor
