Prioritising financial education will add £200bn to the UK economy by 2050

Prioritising financial education will inject an extra £6.98 billion into the UK economy each year

  • Brits who didn’t receive financial education as a child are more likely to be unemployed, or earning less today, than those who did
  • Kids who receive financial education will be £70,000 richer in retirement

 

LONDON (25th November 2021): Prioritising financial education will add an extra £6.98 billion to the UK economy each year (£202 billion by 2050), according to new analysis commissioned by GoHenry, the prepaid Visa debit card and financial learning app for kids aged 6-18.

To coincide with the launch of GoHenry’s new in-app, gamified financial education lessons, ‘Money Missions’, the research, conducted in partnership with Censuswide and Development Economics, shows that if all adults had the opportunity to receive financial education when they were school age, the boost to annual business formation in the UK could amount to an additional 76,400 businesses each year. This would result in an annual increase of 123,000 direct jobs which could reduce unemployment in the UK by over 8%*. 

 

Kids who were taught money lessons are earning more as adults

 

The research also demonstrates the impact financial education can have on an individual’s future career prospects. Brits who didn’t receive financial education as a child are now more likely to be unemployed, or earning less, than the national average*:

  • Of those currently unemployed and actively seeking work, 41% didn’t receive any financial education vs 9% of those who did.
  • Nearly half (46%) of those who didn’t receive any financial education as a child are earning £15,000 or less annually, less than half of the national average income.
  • Of those earning between £55,001-£65,000, more than three-quarters (77%) received some level of financial education, nearly twice the national average income.

A richer retirement

 

Those who received financial education as children are also likely to be far richer in retirement. Adults who learnt money lessons are saving on average 43% more into their pension plans per month compared to those who did not. 

The table below sets out a calculation of what such a difference in savings effort could mean in a working lifetime. The increase in the average pension pot for someone saving £149 per month compared to someone saving £104 per month would amount to £71,250 over a 40-year working lifetime. Someone earning the national average would need to work more than two years extra to make up this shortfall.

Average monthly savings into pot Final value of pension pot at age 67**
£149.60 £234,000
£104.02 £162,750
£45.58 £71,250

**Calculation assumes that the average annual growth rate of the pension pot (i.e., the value of the funds invested) is 3% per annum. 

 

Kids who don’t learn about money form negative saving habits in adulthood

 

Adults who don’t learn about money when they are young are less able to save and more likely to fall into debt.

 

Over half (51%) of those who received financial education as a child have up to £5,000 cash savings in an ISA or savings account compared to under a third (30%) of those who didn’t. 40% of those who didn’t receive financial education said they have no savings at all and can’t afford to save. They could also be getting into debt via missed payments:

  • 79% of adults who didn’t receive financial education have fallen behind on utility bills or council tax payments over the last six months. 20% of those who received financial education said they would comfortably be able to pay for an increase of £100-£199 on monthly bills, but only 10% of those who didn’t receive any financial lessons said the same.
  • A fifth (20%) of those who received financial education said it would take them a short amount of time, from 7 months to one year, to save up to £20,000 for a big expenditure such as a wedding, car or a trip abroad. Almost a third (31%) who didn’t receive financial education when they were younger said that saving up for a big sum like £20,000 is unachievable for them.

 

Louise Hill, Co-founder and COO of GoHenry said: “These findings clearly demonstrate the positive impact that financial education has on individuals, businesses and the wider UK economy. The Autumn Budget neglected to recognise the importance of financial education for young people, despite the fact that poor numeracy can cost individuals up to £1,600 a year in lost earnings as an adult**. It is vital that we teach these essential life skills much earlier to bridge the financial capability gap that is costing the UK billions every year.” 

 

Commenting on the findings, Stephen Lucas, Economist at Development Economics said: “The opportunity to receive financial education clearly has powerful benefits for children later on in life. To me, the most important impact on the economy is the link between financial education and future attitudes towards starting a business. Around half of all job creation in the UK is driven by start-up and early growth stage businesses, so anything that has the potential to boost start-up rates has the potential to generate powerful effects on future levels of employment and wealth creation.”

To help address the financial literacy gap, GoHenry has launched “Money Missions’, an in-app experience providing gamified financial education lessons, designed to make learning about money a fun and interactive experience for kids and teens. Developed with teachers and financial education experts, including UK charity MyBnk, each lesson is linked to national financial education guidelines. 

To learn more about Money Missions, visit GoHenry.com.

RSPB teacher-training scheme to bring nature to life for West Midlands schoolchildren

Image: Children undertaking a bioblitz in their school grounds. Credit RSPB (rspb-images.com)

Up to 60 teachers from schools across Birmingham and the West Midlands are being given the chance to take part in a training programme that will encourage and empower them to take more of their teaching outdoors.

The Curriculum for Nature programme will support teachers to provide engaging and meaningful opportunities for 1,800 children to learn in greater depth about nature within their school grounds.

Year 1 and Year 4 primary school teachers are being offered a free place on a continuous professional development programme developed by the RSPB with support from The Association for Science Education. The course will tackle barriers that prevent more outdoor learning taking place, and support teachers to deliver curriculum-linked, nature-based sessions that encourage pupils to become active citizens in helping nature in their community.

The programme forms part of the Naturally Connected Communities Birmingham project. It is fully funded by the government’s Green Recovery Challenge Fund [note 1] and will be delivered by the RSPB.

Charlotte Trigg, RSPB’s Birmingham Community Project Manager, said: “The Curriculum for Nature programme will give teachers more confidence and training to offer school children amazing, up-close moments with nature in their school grounds now and in the future. Our first connections with nature can be so memorable, so we hope that children in Birmingham and the West Midlands will be inspired to love and look after their local greenspaces.

Research shows that children who have a healthy connection to nature are more likely to benefit from higher achievement at school, better mental and physical health, emotional wellbeing, and develop stronger social skills. The RSPB’s ambition is to help more children across the country benefit from spending time outdoors discovering the natural world around them, and teachers have a key role to play in this.

“But we know that many teachers lack confidence and skills, as well as the time and resources, to plan and deliver meaningful outdoor curriculum learning. The Curriculum for Nature programme will support teachers on their journey to build more outdoor learning into their teaching, including providing them with everything they need for pupils to explore the wildlife and habitats of their school grounds and come up with a plan to create new and better homes for nature in their playgrounds.”

Teachers will experience monthly meeting points, engagement tasks and monthly support clinics over a six-month period from January to July 2022, and will be supported every step of the way by primary and outdoor education specialists from the RSPB.  

Recruitment into the programme is underway until January 10, with just 60 places available which will be allocated on a first come, first served basis. Teachers can find out more or reserve their place on the programme by emailing teachercpd@rspb.org.uk

Top marks for education start-up

 

 

A Star Attendance Solutions software. L/R Elaine Winder, Julie Small, Jill Robson (creator), Leanne Hood and Cllr Graeme Miller.

 

A SOFTWARE platform built to help schools improve attendance and intervention management is to be rolled out across the UK following a successful trial.

 

A Star Attendance Solutions, founded in 2018 by former local authority attendance officer Jill Robson, has developed a pioneering online platform that helps schools manage pupil attendance in a more transparent, fair and robust way.

 

Built by Durham based business and IT consultancy Waterstons, the platform is the brainchild of director and founder Jill and – following a successful trial in 12 schools – is now receiving top marks across the board after being rolled out in schools across the North of England.

 

Jill said: “Having spent the best part of 22 years working as an attendance officer, I’d witnessed first-hand the impact continuous Government cuts were having on the education sector, especially in terms of early intervention attendance support.

 

“The cuts slashed budgets and meant local authorities were no longer able to continue to provide the additional support required and were forced to focus on undertaking their statutory duty. With schools still being responsible for day-to-day management of non-school attendance, the impact of losing the additional support from the local authority was clear for all to see.

 

“I knew there must be a better way for schools to manage attendance and intervention and so, at the age of 52, I decided to take voluntary redundancy and set up on my own to address the issue head on.”

 

Initially, Jill aimed to work three days a week and provide attendance and intervention support to a few local schools, however it wasn’t long until word of mouth spread, and more and more schools began approaching her for support.

 

Within just 12 months, Jill employed a team of three members of staff and was working with schools from South Tyneside to Teesside. But as demand grew, so did the workload and the team set about further streamlining the services they offered.

 

“They say necessity is the mother of invention and that was certainly the case with the A Star System,” Jill added. “While the personal provision had helped massively reduce staff workloads and transform the way attendance and intervention was monitored, we soon realised it was very time consuming and we knew there must be another way.

 

“I decided to explore ways of improving the process and worked with Waterstons to devise a software platform to automate the entire process, eliminating any chance of human error while reducing overheads for schools, the majority of which had already seen their budgets slashed in recent years.

 

“This led to me being introduced to Sunderland City Council’s Business Investment Team, Innovation SuperNetwork and Gateshead GX, all of whom supported me as I developed the system. Their ongoing support has been invaluable.”

 

The platform is now being used by 38 schools across the North of England, with one North East secondary school in particular witnessing a 2% increase in attendance since introducing the system.

 

She added: “Our overall aim for A Star is to help schools more effectively monitor attendance, ensuring no child is forgotten and ensuring every child has the same opportunity.

 

“This will not only help young people get more from education but it will also help teachers identify issues impacting on attendance at an early stage whilst building bridges with families.

 

“The A Star System is the first and only intelligent monitoring solution that achieves this, offering a comprehensive solution to attendance monitoring, tracking, intervention, and reporting by managing every aspect of pupils’ attendance, without the need to produce endless reports and we’re delighted with how it has been received so far.”

 

Rachel Donohue, Principal at Academy 360 in Sunderland, said: “A Star Attendance has been an absolutely fantastic resource. It has given us greater opportunity to work strategically with parents and students to improve attendance by focusing on the root of the issue.

 

“In the first month alone, we saw a 2% increase in attendance figures with Pupil Premium, SEND and Boys now at National Average. The impact has been transformational.”

 

Councillor Graeme Miller, leader of Sunderland City Council, said: “Ensuring young people have a fair and equal opportunity to receive the best possible education is a key priority of ours as a council and we’re delighted to have been able to support Jill and the team on their journey so far.”

Team GB and Aldi inspire healthy eating in schools with Kevin the Carrot and Ebanana’s Christmas Carol resources and prizes

Get Set to Eat Fresh is excited to announce the return of Kevin the Carrot, the star of Aldi’s Christmas advert with the new healthy eating resources titled ‘Kevin’s Christmas Carol’ and ‘A Christmas Campaign’. Aldi has released Christmas-themed Kevin and friends soft toys, to be won for schools that register on getseteatfresh.co.uk and share their healthy story in a prize draw on the 8th of December.

The Get Set to Eat Fresh initiative teaches young people aged 5–14 about eating well and gives them the skills and confidence to cook fresh, healthy meals. The latest additions to the programme’s bank of free, downloadable resources, are ‘Kevin’s Christmas Carol’, a festive activity bank of challenges that can be used in the classroom with primary-aged students, and ‘A Christmas Campaign’, which challenges students aged 11–14 to use their communication and writing skills to create an award-winning Christmas or healthy eating campaign.

‘Kevin’s Christmas Carol’ explores a wide range of cross-curricular activities that offer links to PSHE, Science, Design and Technology, English and Maths subjects. Activities, inspired by Kevin the Carrot and Ebanana’s story, create festive fun opportunities for young people while building problem-solving, discussion and higher-order-thinking skills, alongside some longer creative tasks. The activities are flexible and are rated bronze, silver and gold for complexity for pupils and time required to help teachers select the right activities for their class.

For secondary students, Get Set to Eat Fresh has also developed the ‘A Christmas Campaign’ resource. Students can take a behind-the-scenes look at the techniques, skills and roles needed to create an Aldi Christmas campaign, and are challenged to apply this knowledge by developing their own advert for a school celebration or to inspire people to stay active and/or eat well over the holidays. This adaptable resource offers cross-curricular links to English, PSHE and Media Studies and can be used in the classroom and at home.

Adam Zavalis, Marketing Director at Aldi UK, said: “We know that young people love Kevin and so we’re excited about launching our new Kevin’s Christmas Carol resources. At Aldi we know the importance of healthy eating and are thrilled to support young people with flexible resources and the chance to win Kevin the Carrot toys for their schools.”

By registering on www.getseteatfresh.co.uk schools will be entered into a draw to win some limited edition Kevin the Carrot and friends soft toys. After selling out online in a matter of minutes last year, Aldi and Team GB are thrilled to have secured a small number of the Christmas-themed Kevin soft toys specifically for Get Set to Eat Fresh!

Backed by an all-star cast of Team GB Aldi Athlete Ambassadors, including Olympic gold medal-winning athletes Alistair and Jonny Brownlee, the Get Set to Eat Fresh programme has forged a healthy legacy that has reached over 2.1 million children since launching, through its goal of inspiring healthy eating.

Jonny Brownlee, Triathlon, double Olympic gold medallist and Aldi Athlete Ambassador said: “This year’s Kevin’s Christmas Carol campaign offers young people so many exciting activities that encourage them to eat healthy and get active. Those schools that register can also be in with the chance to win Kevin the Carrot or one of his Christmas friends!”

For more information about Get Set to Eat Fresh and the new Christmas resources visit: https://getseteatfresh.co.uk/

150 inspirational Ambassadors have joined the British Inspiration Trust (BRIT) to support and improve young adult mental health and fitness throughout the UK with this year’s BRIT Challenge

The British Inspiration Trust (BRIT) continue to deliver their annual feelgood February fundraiser with three aims;

 

  • Support student mental health, fitness & wellbeing and reduce feelings of isolation and loneliness
  • Deliver inspiration to young adults, and destigmatise mental health, with the support of BRIT Ambassadors
  • Raise vital funds for local, regional and national charities

 

Registration is now open for the BRIT Challenge, taking place between 1st February and 3rd March 2022 (University Mental Health Day), and every UK university, college, specialist college and Students’ Union are urged to embrace the Challenge, enter teams and invite their students and staff to participate.

 

Many charities have felt the impact of the COVID-19 pandemic.  As a collaborative charity, BRIT are inviting every university and college team taking part in the BRIT Challenge to choose a second charity to raise funds for, alongside BRIT, to support local, regional and national charities. Over the past two years, almost 180 university and college teams have taken on BRIT Challenges.

 

BRIT are striving to unite the education, sport and charity sectors and a wealth of governing bodies are supporting the BRIT Challenge including Universities UK, the Association of Colleges, Colleges Scotland, Colleges Wales and the National Union of Students.

 

Olympians, Paralympians, Sports Personalities, Adventurers and Explorers continue to join the BRIT Ambassador family and support young adult mental health. BRIT Ambassadors promote the BRIT Challenge at a university and/or college of their choice, encourage student participation, share their lived experience to destigmatise mental health and champion equality, diversity and inclusion. The BRIT Ambassador family is being supported by a whole host of inspirational sports personalities including Dame Kelly Holmes and Sir Steve Redgrave.

 

The BRIT Challenge is inclusive and enables students and staff of all abilities to take part and work as a team to cover the 2,022 mile distance by either hand-cycling, cycling, wheelchair pushing, swimming, walking, jogging, running, rowing or paddling (canoeing, kayaking or paddle-boarding). 

 

University and college teams have the flexibility to decide how they take on the BRIT Challenge; sharing the 2,022 mile distance between campuses, departments, Students’ Union sports teams and societies; involving 2,022 students and staff; challenging other universities and colleges; involving their communities and setting £2,022 fundraising targets.

 

At a time when young adult and student mental health has been further impacted by the pandemic, the BRIT Challenge is fast becoming an inspiring annual UK-wide event supported by the education, sport and charity sectors.

 

www.BritishInspirationTrust.org.uk

Media enquiries – Press@BritishInspirationTrust.org.uk

Twitter and Instagram @BRIT_Challenge

 

QUOTES OF SUPPORT

“It has been my pleasure to support BRIT for many years as they have strived to support young adult mental health throughout the UK, raise vital funds and deliver inclusive opportunities for young adults to improve their mental health and fitness.  

Supporting young adult mental health has never been so important and I applaud BRIT for delivering the annual BRIT Challenge and their visionary approach to collaborate with education and sport governing bodies and organisations.

This Call to Action goes out to all current and former Olympic and Paralympic Athletes and Sports Personalities; I urge athletes from every sport to join the BRIT Ambassador family. By uniting, we can ensure that every UK university, college and specialist college has a champion to inspire as many of their students and staff as possible to take part in the BRIT Challenge, destigmatise mental health and promote inclusivity.”

Sir Steve Redgrave CBE

_____

“The BRIT ethos is to be a collaborative charity. As many charities have felt the impact of COVID-19 on their fundraising efforts, I hope the BRIT Challenge inspires UK universities, colleges, specialist colleges and Students’ Unions to enter teams and choose a second charity to raise funds for, alongside BRIT, to support local, regional and national charities.

We have adopted a collectively powerful approach to supporting young adult mental health by forging special relationships and partnerships with charities and national governing bodies in the education and sport sectors. Thank you so much to everyone who has supported BRIT and enabled us to grow as a charity and continue to have a positive impact on the lives of young adults and students throughout the UK.

 

I am also sincerely grateful to the 150 Olympians, Paralympians, Sports Personalities, Adventurers and Explorers, who have joined our BRIT Ambassador family this year. They have united in promoting the BRIT Challenge, supporting universities and colleges of their choice, encouraging students of all abilities to take part, destigmatising mental health and championing equality, diversity and inclusion.”

 

Phil Packer

Founder and Non-Paid Chief Executive

_____

 

“The delivery of the annual BRIT Challenge is close to my heart having lost my closest friend to suicide and having seen the challenges faced by people of all ages struggling with poor mental health.  All of us will be affected by emotional wellbeing challenges at some point in our lives.  I encourage athletes from every sport to unite and join the BRIT Ambassador family. By visiting a university or college of their choice during February and sharing their lived experience, BRIT Ambassadors will inspire teams to participate, champion inclusivity, help destigmatise mental health and it is also a super opportunity to share what our sports have to offer with students.

 

It’s great to see that the BRIT Challenge is inclusive so that students and staff of all abilities are able participate in many different ways. I wish every university, college and specialist college team the very best of luck with their distance and fundraising efforts. I hope the BRIT Challenge will also help make conversations about our mental health easier and that young people realise they are not alone.”

 

Helene Raynsford

Paralympic Gold medallist

_____

 

“Young adults struggling with mental health difficulties are highly likely to be even more vulnerable due to the COVID-19 crisis and the BRIT Challenge is an inspiring opportunity for students at every  university, college and specialist college to be part of a UK-wide feelgood February fundraising challenge to both raise vital funds for charities and improve their mental health and fitness. 

 

I know there are hundreds of current and retired Olympians, Paralympians, Sporting Personalities, Adventurers and Explorers who understand the challenges of mental health. By joining our BRIT Ambassador family, championing the BRIT Challenge and sharing their lived experience at a university or college of their choice, they will have an extraordinary impact on supporting and improving student mental health and fitness.  There are over 450 universities and colleges in the UK, so we need a collectively powerful team effort from athletes from every sport to come forward and ensure every institution has a BRIT Ambassador to help increase participation, promote inclusivity and destigmatise mental health.”

 

Sally Gunnell OBE DL

Olympic, World, European and Commonwealth Gold Medallist

_____

 

“With a deep understanding of mental health challenges in my own life, and through the work of the Dame Kelly Holmes Trust, I know that there are vast number of young adults and students who are living with mental health challenges. I have known BRIT’s Founder, Phil, for many years now and his vision to support young adult mental health resonates with me both personally and professionally.

 

It has been a pleasure to support BRIT over the past 10 years, as they have strived to help improve young adult mental health and fitness throughout the UK. I am delighted that the annual BRIT Challenge has been designed to be inclusive so that students and staff of all abilities can take part in many different ways. The BRIT Challenge is a great opportunity for universities, colleges, Students’ Unions and students to enter teams, raise vital funds for local, regional and national charities, and embrace an annual feelgood February fundraiser that promotes mental wellbeing and inclusivity.

 

Colonel Dame Kelly Holmes MBE (mil)

Double Olympic gold medallist

_____

 

“BRIT exists to support and improve young adult mental health, as well as to unite the education, sport and charity sectors. I know Students’ Unions and students have amazing energy, enthusiasm and determination when it comes to raising funds for great causes, and it is infectious which is why I love supporting BRIT year on year. 

 

The annual BRIT Challenge is a feel-good February fundraiser that enables students to choose a second charity to raise funds for, alongside BRIT, and take part wherever they are; on campus or at home, in whatever way they choose.  It’s a great way to improve mental health and fitness, to raise vital funds and to HAVE FUN!

 

I hope every UK university, college and specialist college will embrace the BRIT Challenge, making it a firm fixture in their annual Calendar of Events.  If every institution enters just one team or several teams, the potential impact the BRIT Challenge could have on both improving and destigmatising mental health throughout the UK is mind blowing.”

 

Naomi Riches MBE

Paralympic Gold Medallist                                             _____

The Skills Network repositions to revolutionise online learning industry

The Skills Network, one of the UK’s largest technology and content houses, has repositioned its brand to drive a new vision of transformative learning, sustainability solutions, and make online learning experiences more enjoyable and accessible to everyone.

 

The online learning provider is revolutionising its business model through various developments, such as enhancing the future of education through its use of extensive learner insights and most notably, its commitment towards listening to market demands. With growing demand to learn skills in sustainability and eco literacy, courses have since been developed to reflect this.

 

Having created award-winning content for over ten years, The Skills Network is levelling up through using learner insights and modern technology, to create the ultimate bespoke learning experience at scale. In line with the ongoing transformation of learning, a huge brand focus is on course accessibility and inclusion of generational nuances.

 

After in-depth research and greater understanding of its learners’ behaviour, the online learning provider has enhanced its technology and content whilst adapting its online experiences for every kind of learner from varying generations, genders, abilities, and backgrounds.

 

The rebrand is changing the perceptions of The Skills Network, reintroducing an avant-garde “technology business” that delivers the highest quality learning and skills to both the education and business-to-business sector while also providing to individual learners.

 

Driving the vision of transformative learning, The Skills Network is introducing a new predictive analytics tool, developed in response to the 2019 updates to the Ofsted Education Inspection Framework (EIF), new courses in sustainability, tailor made to reflect the UN’s 17 Sustainable Development Goals, as well as content tailormade for different generations dependant on preferred learning styles.

 

Kyle Fedyszyn, Director of Ecommerce and Marketing said: “The business is evolving like never before and with our latest technology and commitment to listening to the market, we recognise the needs of those working in education and the importance of adapting the way in which individuals can access learning.

 

“With the latest news on job vacancies being at a record-high due to the widening skills gap, our recent Skills Trend Report has helped reveal where the current skill shortages lie. Using this insight, our future business model will ensure the relevant courses are developed to help learners gain qualifications for the most in demand skills.

 

“Our rebrand is also dedicated to listening to our learners, which is why we’ve developed a sustainability course in response to the growing need of training and resources in this area. We all have a social responsibility, and at The Skills Network, we’re proud to be in a position to educate other businesses, schools and universities on ways energy usage can be managed and monitored.”

 

 

New research reveals where in the UK teachers are paid the most, with Scottish teachers receiving the highest annual salary, outside of London.

The research, by Promethean, studied the annual salaries of full-time employees in teaching and education professions, by analysing how these compare across regions in the UK, and also on a global scale. 

The regions where teachers earn the most in the UK 

Rank Region in the UK Average annual salary for teachers
1 London £43,488
2 Scotland £41,350
3 Wales £40,038
4 North West £39,973
5 South East £39,447
6 South West £39,050
7 East £38,681
8 East Midlands £38,291
9 West Midlands £38,032
10 North East £36,793
11 Yorkshire and the Humber £35,306
UK average £40,038  

 

Findings from the study include: 

  • While London ranked highest for the highest-paid salaries for teachers in the UK, Scotland was the second highest paying region for the education sector, with teachers and educational professionals earning £1,312 more than the UK average annual teaching salary. 
  • Yorkshire and the Humber reported the lowest salaries among teachers and educational professionals in the UK, with an annual average salary of £35,306.
  • Outside of London, the second highest paying region in England is the North West, with teachers earning up to £39,973 per year. 

 

For the full research, including the top ten countries with the highest-paid teaching salaries in the world, please see here: ​​https://www.prometheanworld.com/gb/resource-centre/articles/teacher-salaries/ 

Only one in three teachers feel equipped to help stop cyberbullying

Despite the pervasiveness of cyberbullying, victims still have very little support that is proven to work  

 

A survey of 4,336 secondary school teachers, conducted by Teacher Tapp for the Early Intervention Foundation in October 2021, has found that only one in three teachers (33%) feel equipped to help stop cyberbullying amongst pupils. Classroom teachers were far less likely than headteachers to feel equipped to support pupils.   

 

Despite the lack of confidence, especially amongst frontline teaching staff, 60% of secondary school teachers have not had any cyberbullying-related training in the past 12 months. Private school teachers were more likely to have completed training than teachers at state-funded schools.   

 

Older teachers and headteachers were the most likely to have received training related to cyberbullying.   

 

A lack of understanding of what works 

 

review of the evidence of secondary school-based interventions, designed to promote wellbeing and prevent mental health or behavioural difficulties among teenagers, has revealed an absence of robust evidence and understanding of what support works to prevent cyberbullying. The report from the children’s charity, the Early Intervention Foundation, says: “We did not identify any primary studies examining the impact of cyberbullying prevention interventions.” 

 

The lack of robust evidence and understanding of what works to prevent online bullying, is all the more shocking given its prevalence. The latest available figures from the Office for National Statistics show 764,000 10-15 year olds were cyberbullied in the year ending March 2020.  

 

The Early Intervention Foundation’s study did provide some room for optimism. The very limited evidence that there is, points to the potential of some school-based support being able to effectively help young people.  

 

Dr Jo Casebourne, chief executive at the Early Intervention Foundation said: “Whilst we don’t know enough about what works to prevent cyberbullying, teachers and schools can play a greater role in helping develop young people’s resilience and ability to cope with the stresses that being bullied frequently creates.  

 

“Efforts to reduce cyberbullying will be hamstrung while we continue to have little real knowledge of what works to effectively reduce online bullying. We urgently require more research that can then lead to teachers and schools taking the right action.” 

 

Cyberbullying responses from the Big Ask survey 

 

The Children Commissioner’s report ‘The Big Answer’ report quotes a 14-year-old girl saying: “I don’t feel I was informed of my online safety from a young age and that it was considered a priority. Technology and social media are constantly developing so why aren’t our laws and protections for children on these platforms updating with it?” 

 

Another response was: “Mental health is important and it should be supported more in schools. For a lot of people, school is their safe place!” 

 

Martha Evans, Director of the Anti-Bullying Alliance, commented: “We know that cyberbullying among children more often than not starts in school and continues online. So it’s vital that teachers within schools are fully able to play their part, and understand how to intervene effectively whenever a pupil is suffering cruel and harmful behaviours, online or in the classroom or playground. 

 

Solutions to the cyberbullying pandemic:  

1) More research is needed into cyberbullying and the research should take into account the lived experience of young people, including both victims and bullies.  

 

2) The teaching of social and emotional learning (SEL) in both primary and secondary schools should be prioritised, to build young people’s resilience, to limit the damage caused by cyberbullying. Through SEL, pupils can build resilience, strengthen their mental health and learn skills that can reduce the impact of being bullied online. Examples of SEL include teaching social awareness and empathy, respecting diversity, understanding social behavioural norms; as well as teaching young people about self-awareness and relationship skills. 

 

Amazon Virtual Fulfilment Centre Tours bring real-world learning to the classroom

Amazon is supporting teachers and young people with a new series of Virtual Fulfilment Centre Tours, which form part of Amazon Future Engineer, a purpose-led childhood-to-career programme designed to inspire, educate and enable children and young adults from low-income backgrounds to build careers in science, technology, engineering and math (STEM).

 

This school year, Amazon is providing teachers with the chance to immerse their pupils in a real-world learning environment with their free Virtual Fulfilment Centre Tours. Students will discover how computer science, state-of-the-art engineering and incredible people each play a part in delivering customer orders at Amazon.

 

The free tours are now available to all UK primary and secondary schools and provide students with the opportunity to put STEM and computer science into context, covering topics such as cloud computing, algorithms, machine learning, and quality control. To see what to expect on an Amazon Virtual Fulfilment Centre Tour, watch this video.

 

Alongside the Virtual Fulfilment Centre Tours, teachers can engage their students with computer science concepts before and after the tour using a free downloadable Teacher Toolkit, which includes interactive curriculum-linked slides, worksheets and videos supplementing tour topics, offering students insight into the world of Amazon’s customer fulfilment process.  Amazon is supporting teachers who are looking to showcase the opportunities a career in STEM can offer.  Students will get the chance to find out a host of interesting facts, see life behind the scenes and hear from Amazon’s very own engineers in a live Q&A session after the tour.

 

STEM-based careers will grow to be an integral part of our future and educating pupils about the opportunities available to them is important. Research commissioned by Amazon from Capital Economics showed that the UK needs an additional 38,000 workers with computer science-related skills, including 21,000 computer science graduates, to meet labour demands every year – or the economy could lose out on an estimated £33 billion a year by 20301. Amazon Future Engineer was established to help close that gap and has since launched initiatives such as bursary schemes for women computer science students, free virtual coding programmes, supporting the recruitment and training of secondary school computer science teachers and more. 

 

Lauren Kisser, Director at Amazon’s Development Centre in Cambridge, said: “There is a greater need for STEM skills than ever before as technology continues to transform careers, industries and every sector of our economy. By launching the Virtual Fulfilment Centre Tours specifically for students as part of our Amazon Future Engineer programme we hope to showcase the variety of exciting opportunities available through a career in STEM and inspire the next generation of engineers and computer scientists.” 

 

The tours, which have seen over 5,000 students take part to date, provide a way for students to experience a class trip and be exposed to real-world learning, without leaving the classroom. Feedback from teachers who have signed up and attended a Virtual Fulfilment Centre Tour has been positive with an average satisfaction score of 4.3 out of 5. 

 

By signing up for a free Fulfilment Centre tour before 30 November 2021, teachers who attend a tour will be entered into a prize draw to win a £1,000 Amazon Gift Card for their school. There is no better time to book a Virtual Fulfilment Centre Tour and educate the next generation about the opportunities available with a career in STEM. T&C’s apply.

 

INNER-CITY GLASGOW PRIMARY SCHOOL LAUNCH NEW BEHAVIOUR CHANGE PROGRAMME WITH OFFICIAL COP26 HYGIENE PARTNER

St Denis’ primary school in Glasgow is teaching pupils the importance of hand hygiene through a brand new schools programme developed by Dettol alongside educational and medical experts. As the official hygiene partner of this year’s UN Global Climate Change Conference (COP26) Dettol has been active in the community during the conference working with local schools to embed long-lasting hygiene practices in children aged 6-8. Now in Glasgow, the programme has already launched in Nigeria and Italy with Australia and South Africa set to follow early next year.

As we see COVID-19 cases continue to rise nationally there’s never been a more important time for children to understand how good hand hygiene can prevent illness transmission. Dettol’s new schools programme, Dettol Hygiene Quest, has been created to help teachers demonstrate the importance of good hygiene and has already been adopted by over 50 schools in the Glasgow area.

The engaging, story-led programme being piloted in Glasgow takes pupils on an exciting hygiene adventure exploring the importance of hand hygiene. This new initiative has been created in collaboration with medical experts, curriculum designers, gamification developers and behavioral change specialists to ensure that it’s engaging and educational whilst also embedding life-long hand hygiene practices.

In advance of COP26, St Denis’s primary school took part in an interactive workshop session based on the programme which included a visit from a real-life mascot featured in Dettol Hygiene Quest! It was a huge success and popular with both students and teachers. St Denis’ primary school had smiles all around as the pupils learned the basics of hand hygiene.

Eilidh Barry from St Denis’s primary school said: “Our pupils are so excited to be a part of bringing Dettol Hygiene Quest to life during COP26 and had a great deal of fun learning about the programme. This is a great opportunity for them to be a part of one of the worlds’ largest conferences fighting worldwide issues and it is so great to see an organisation like Dettol making a difference on important global issues”

Dettol is committed to leaving a legacy in Glasgow and alongside their involvement at COP26 are offering a further 10 live sessions, like the one at St Denis’, to primary schools in Glasgow as they get ready for a wider launch of the programme across the UK. Dettol will also be donating a portion of the hand sanitiser stations used at COP26 to local government offices, universities and communities in need.

Pupils from St Denis’s and Carronshore primary schools visited the Green Zone at COP26 to see Dettol bring to life the new Dettol Hygiene Quest during a live show in the Science theatre. Also in attendance during the live show was Hamzah Sarwar, Global Social Impact and Partnerships Director at Reckitt.

Speaking about the innovative programme, Hamzah Sarwar said ‘We created Dettol Hygiene Quest to engage young people in the importance of daily hygiene habits in a fun and engaging way. It is paramount that we support teachers and their pupils in embedding these behaviours during formative years to prevent infection and keep children thriving at school.”

As the official hygiene partner for COP26, Dettol wants to highlight the link between planetary and public health, emphasising the importance of human health in ensuring the sustainable, long-term health of our planet. Schools can still sign up to be a part of Dettol Hygiene Quest today here

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