11 │ RECOMMENDATIONS Distance learning in basic and upper secondary schools in the Czech Republic 61 Recommendations for the Ministry of Education, Youth and Sports ■ Prepare and issue methodological recommendations for schools on the appropriate procedure after pupils return to in-class learning. ■ In the context of the impacts of long-term distance learning, think about and communicate in time with schools the preparation and organisation of the 2021/2022 school year, especially with an emphasis on educational content. ■ Support the process of improving schools from within, using reflection on experience from distance learning (for example, by transferring inspiring examples, supporting school principals’ meetings on issues related to reflection on distance learning, mediating the experience of schools that have changed their approaches to distance learning as a result, etc.). ■ In the period after returning to in-class learning, support schools in the development of all dimensions of pupil personality and targeted compensation of mental and social deprivations caused by distance learning (for example, by providing a varied and targeted offer of activities in schools that contribute to pupils’ personal and social development, by supporting the activities of organisations focusing on the holistic development of pupils so that schools can participate in them or use them, by purposefully emphasising these issues in communication with schools so that this topic becomes an integral part of the goals schools should aim for in the following period, etc.). ■ Prepare for the period after the termination of distance learning with targeted support for teachers’ mental health (for example, in cooperation with mental health professionals, prepare initiatives that will reach the widest possible group of teachers, create and support available activities for teachers to help compensate for mental health problems caused by the complexity of distance learning, etc.).