Limit screen time for under-5s to ‘prolong childhood’, says headmaster

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Jonnie Besley, Headmaster at Abberley Hall School in Worcestershire

Under-fives need to be taught to use screens and technology responsibly, with limited contact to ‘maintain their innocence’, the headmaster of a leading school which teaches children as young as two said today.

Jonnie Besley, Headmaster at Abberley Hall School in Worcestershire, said by limiting access to technology, you can ‘prolong childhood’.

He was speaking after a study published in JAMA Pediatrics found that most under-fives are spending too long in front of the television or on smartphones.

More than two thirds of those surveyed are spending longer than an hour a day looking at a screen. The World Health Organisation says that children below the age of two should not look at screens at all. The guidelines suggest those aged between two and four should be limited to just one hour per day.

Screen time has been linked to delayed development of skills such as language and sociability.

Mr Besley said technology was important for young people, particularly in an education setting, but it was about striking the right balance.

“We take our responsibility around screen time, technology and social media very seriously. This is the world our children are going to grow up and live in. We are teaching children from a very young age about the benefits and pitfalls of technology.

“We are investing in mobile technology for our classrooms. From September, all of our senior pupils will have tablets with keyboards and we will have Apple TVs in the classrooms to aid with our education programme. But, we need to teach children to use these things responsibly. We still want them outside, getting muddy, discovering the real world and we are investing just as much time and effort in that side of the curriculum.

“Our pupils who board with us have mobile phones, but they’re not accessible during the day. We give them a certain amount of trust so they learn to use them responsibly, but we want our children to keep their innocence.

“By supporting children in this way, we can keep children as children – we can prolong their childhood, while at the same time giving them the early skills they will need to enter into a world where technology will play an important role.”

Dr Sheri Madigan, one of the authors and a psychologist at Calgary University in Canada, told: “One in four children younger than two years and one in three children aged two to five years are meeting screen-time guidelines, highlighting the need for additional public health initiatives aimed at promoting healthy device use.”

More than half of three to four-year-olds in the UK use the internet every week and a fifth have their own tablet.

Dr Madigan said: “Research has shown that the threshold or digital tipping point for this age range is one hour a day. For example, young children using screens two hours daily or three hours or more, when compared with one hour a day, show an increased likelihood of reported behavioural problems and poor developmental outcomes.”

Post-pandemic, six in 10 primary school classrooms have no access to new books

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  • On the 25th World Book Day, a new report reveals over a third (38 per cent) of  teachers are having to buy books for their classrooms themselves
  • Nearly half the teachers (48 per cent) questioned said they are unable to change the books in their classroom during the school year
  • There are still 400,000 children in the UK who don’t have a book of their own[1]

As the charity World Book Day, which changes lives through a love of books and shared reading, celebrates the past, present and future of reading on its 25th birthday, new research from the Centre for Literacy in Primary Education (CLPE) brings to light the urgent need to prioritise reading for pleasure and give children access to a wider range of books, following the universal disruption to education by the Covid-19 pandemic.

 

The CLPE Reading for Pleasure 2022 report highlights a number of urgent challenges schools are facing in helping children discover a love for reading, which is the biggest indicator of a child’s future success – more than their family circumstances, their parents’ educational background or their income (OECD)[2]. The CLPE research reveals that a quarter (25 per cent) of schools have fewer books now than before the pandemic, while more than 60 per cent of classrooms have no access to a budget for new books.

 

It is falling to teachers to plug the gap themselves, with almost two in five (38 per cent) of teachers in England providing new books for their pupils out of their own pocket, as historically small school budgets continue to be constrained post-pandemic. 17 per cent of teachers rely on donations in order to update their book stock, while 8 per cent say they never get new books at all in their classrooms.

Nearly half the teachers (48 per cent) questioned said they are unable to change the books in their classroom during the school year, meaning the opportunity for children to discover new books and explore their tastes and interests is severely limited.

 

While the majority of primary school teachers questioned (95 per cent) said they have a book corner in their classrooms, over half of these (57 per cent) contain fewer than 100 books.  This rises to 84 per cent of classrooms in early years foundation stage (pre-school and Reception) and 73 per cent of classrooms in Year 1.

 

This is particularly damaging for children whose circumstances mean that they do not have access to books at home and whose reading progress is likely to have been affected adversely by lockdowns. Schools need a wide selection of books to support children to discover and develop a love of reading.

 

This comes at a time when The Department for Education’s own data shows that over a quarter of 11-year-olds were not reaching the expected standard in reading before the pandemic, and The Centre for Education and Youth’s research – alongside that of other organisations – shows that the pandemic has likely made this worse.

 

With reading for pleasure among children still at concerning levels – only half of children (51 per cent) say they enjoy reading (National Literary Trust Annual Literacy Report, 2021) – Access to a range of reading books is essential for a number of reasons:

  • Pupils who fail to learn to read early on start to dislike reading (The Reading Framework, DfE, January 2022)
  • Children need to see themselves in the books they read –  over a third (34 per cent) of primary school age children in the UK are of an ethnic minority, but in 2020, only 8 per cent of children’s books featured a main character that wasn’t white (CLPE, Reflecting Realities 2020)
  • Children who are the most engaged with literacy are three times more likely to have higher levels of mental wellbeing than children who are the least engaged (39.4 per cent vs 11.8 per cent, National Literacy Trust, 2018)
  • Reading to children often is important and encourages independent reading. However, only one third of children 0-13s were read to daily or nearly every day by parents in 2019 . This is in long term decline; in 2012 the figure was 41%, meaning that access to reading books in schools is more important than ever (Learnings from Lockdown, Farshore, 2021)

Louise Johns-Shepherd, Chief Executive of CLPE comments:

“We are delighted to launch our Reading for Pleasure report on the 25th anniversary of World Book Day. To encourage reading for pleasure, classrooms need a wide range of books that encourage engagement whoever you are and whatever your starting point. A stagnant and never-changing book stock is not going to support children to develop this life-changing habit.  This is even more important for children who may have less access to books at home – and these children are likely to be those who found it difficult to get hold of books during the lockdowns. Our report shows that teachers know and understand this, resorting to resourcing their classrooms themselves to ensure their children have choice in their reading material.”

 

Cassie Chadderton, CEO of World Book Day comments:

“World Book Day has been changing children’s lives by encouraging a love of books and reading for 25 years. Our mission to ensure that every child or young person has a book of their own, is more important than ever after the global pandemic. We know that reading for pleasure has an enormous impact on a child’s future – whether that’s their educational success, well-being or mental health, so access to books in the classroom plays a vital role in creating this life-changing habit. If children can’t find books they want to read the impact on their own lives – and for society at large – cannot be underestimated. The CLPE Reading for Pleasure report clearly shows that this lack of access to books needs addressing urgently.”

 

Jonathan Douglas, CEO of National Literacy Trust comments:

“World Book Day is an important moment to inspire and delight children with the wonder of books and a powerful platform to reinforce the importance of building literacy skills for life. Economic studies have shown that reading for pleasure can result in children getting better GCSEs, in turn boosting their lifetime earnings and raising the UK’s GDP. In the future, my hope is that more children will grow up to be adults who read and that reading and books are part of their world.”

 

This World Book Day, there are still 400,000 children in the UK who don’t have a book of their own (National Literacy Trust, 2021.) The charity’s focus is to ensure as many children as possible receive a World Book Day £1 book this year, alongside providing a wealth of opportunities for everyone to celebrate and read together, using the six elements which support a child to read for pleasure;

  1. Being read to regularly
  2. Access to books at home
  3. The ability for children to choose what they want to read
  4. Having trusted adults and peers sharing and recommending books
  5. Designated time to read
  6. The reading experience being enjoyable

To mark its milestone anniversary, World Book Day has worked with a range of respected organisations, figures and charities including CLPE, National Literacy Trust, BookTrust, the Children’s Commissioner and The Reading Agency to create a bank of advocacy around what the world will look like in 25 years if children had access to books. This can be found in the separate document.

 

[1] NLT, Annual Literacy Survey

[2] OECD (2002) Reading For Change Performance And Engagement Across Countries – Results From PISA 2000.

Girls’ mental health “at a precipice” and increasingly worse than boys’, data shows

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The mental health of girls is “at a precipice” with tens of thousands now hiding signs of deep distress from their teachers and parents, an analysis of data from 15,000 secondary school students across the UK reveals.

The data, captured by education company STEER Education, shows a stark – and growing – divide between girls’ and boys’ social and emotional wellbeing, something experts fear may be one of the “long-lasting effects of the pandemic”.

STEER Education, working in partnership with the social enterprise Minds Ahead, analysed online responses from students in 92 state secondary schools at least twice a year, and mostly every term, from before the start of the pandemic to up until December 2021.

The findings, part of STEER’s Young People’s Mental Health in the UK report, reveal that:

  • Girls aged 11 are now 30% more likely to suffer from poor mental health than boys of the same age. By the time girls reach 18, they are now more than twice as likely to experience poor mental health than boys of the same age.

 

  • Increasing numbers of girls now go to great lengths to conceal signs of distress, making it harder for teachers and education staff to identify and help them. While 60% of secondary school girls did this before the pandemic, an alarming 80% do so now. Unhealthy perfectionism and extreme self-control are also far more common. While 20% of secondary school girls had these traits before the pandemic, an alarming 80% do so now.

 

  • The pandemic appears to have affected girls’ mental health much more severely than boys’ – girls are now 33% more likely to experience poor mental health than those the same age as them before the pandemic. In contrast, boys are 12% more likely to do so. Girls’ mental health is most at risk between the ages of 14 and 18, the data shows.

 

  • However, compared to 2018, both boys and girls are now 40% less trusting of others, 25% less likely to take risks and 25% less able to choose an appropriate and measured response to life’s everyday challenges.

 

NHS Services have recorded a large rise in demand for mental health support for young people since the pandemic, with nearly 630,000 children in England accessing help between October 2020 and September 2021. According to the NHS, one in six children aged five to 16 were identified as having a probable mental health disorder in July 2020, a huge increase from one in nine in 2017.

At the same time, the number of young people referred to mental health services dropped in 2020/21. As the Children’s Commissioner for England, Dame Rachel de Souza, said in a briefing earlier this month, it is likely that this is because of the disruptions caused by the pandemic.

 

STEER Education and Minds Ahead fear that many schools, through no fault of their own, may only be identifying a fraction of students who are vulnerable and require support because of inadequate detection methods and a lack of training.

 

Simon Antwis, STEER Education’s Senior Education Consultant and a former headteacher and school inspector, said:

 

“Schools are understandably deeply worried by the growing numbers of students with poor mental health. This report on the current state of young people’s mental health shows that we should be particularly alarmed by the state of girls’ mental health in secondary schools – it is at a precipice and the pandemic has exacerbated a worrying trend we have seen now for many years.

 

“The growing gulf between boys’ and girls’ mental health looks to be one of the long-lasting effects of the pandemic, with recovery from school closures taking a long time.

 

“But perhaps particularly concerning is the number of girls who are now keeping their worries and fears to themselves, making it much more difficult for their teachers to identify them as vulnerable and in need of support.”

 

Simon Antwis said many schools use student voice tools, such as online surveys and chat hubs, to identify vulnerable students, but warned that these “only detect a fraction of those who need support”. “They fail to spot the ‘hidden middle’ – those who may be showing early signs of self-harm, bullying, anxiety and unhealthy self-control,” he said.

 

STEER Education offers a unique online assessment tool to schools which alerts them to students who may have emerging mental health risks, but are not showing visible signs of vulnerability. Minds Ahead provides qualifications and training to schools and colleges so that they can better support their students’ mental health.

Dean Johnstone, Chief Executive Officer and Founder of Minds Ahead, said:

“These results show that now more than ever, schools and colleges need to be supported to address the complexities of young people’s mental health.

 

“Having qualified, education focused mental health professionals as part of the staff team is vital. Staff on our masters programmes for the Mental Health Lead and the School Mental Health Specialist say that this ensures a comprehensive and sustainable approach to mental health for all pupils and staff.

 

“Minds Ahead continues to work with partners to provide DfE assured training for experienced staff taking on these new roles which we know is making a real difference in the schools and colleges we work with.”

 

Andrew Rodgers, Principal of Unity City Academy in Middlesbrough, said:

 

“We know that the pandemic has had a detrimental impact on young people’s mental health.

 

“Our Multi-Academy Trust has prioritised the wellbeing and mental health of our students by proactively measuring and tracking their self-regulation and mental health so that we’re able to provide timely support to those students who have been struggling.”

 

 

Increase in the percentage of girls who struggle to choose an appropriate and measured response to life’s everyday challenges before the pandemic,  Jan 2019- Mar 2020, and at the end of the pandemic – July 2021 to December 2021.

The widening disparity between girls and boys: Percentage of girls and boys who struggle to choose an appropriate and measured response to life’s everyday challenges before the pandemic, Jan 2019 – Mar 2020, and at the end of the pandemic, July 2021 to December 2021.

Children encouraged to walk for wellbeing during Walk to School Week (16 – 20 May 2022)

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  • Thousands of children across the UK will take to their feet for Walk to School Week (16 – 20 May 2022).
  • Walk to School Week takes place during Living Streets’ National Walking Month each May, with this year’s campaign focussing on the incredible benefits of walking for individuals, communities and the planet.
  • This year’s challenge, #PowerUp, will engage pupils on how being active helps improve their health, happiness and local environment. 

Thousands of children across the UK will celebrate the benefits of walking during Walk to School Week (16 – 20 May 2022). Walk to School Week is organised by Living Streets, the UK charity for everyday walking as part of their National Walking Month campaign each May.

Families will be encouraged to walk, wheel, cycle, scoot or ‘Park and Stride’ for the whole week to see the big differences that come from small steps, from healthier and happier children to fewer cars outside the school gates. This year’s challenge, #PowerUp, will engage pupils through video game-inspired design, encouraging them to travel sustainably to school every day of the week.

Each day, the #PowerUp challenge will take pupils through five levels: ‘Team Up’, ‘Defeat Danger’ ‘Boost Health’, ‘Save the Planet’ and ‘Lead the Way’. These daily missions will respectively teach them about the social, road safety, physical, mental, and environmental benefits of walking. Daily reward stickers and special reward badges are up for grabs at the end of the week for those who travelled actively every day. Walk to School Week classroom packs, containing resources for up to 30 pupils, are available to order now.

Last year, a record number of over 350,000 pupils across the UK took part in Walk to School Week, with this year looking to be bigger than ever.

Stephen Edwards, Interim Chief Executive, Living Streets said:

“Walk to School Week is an excellent opportunity for pupils across the UK to come together and celebrate the many benefits of walking to school.

“Schools that take part in Walk to School Week can enjoy reduced congestion and pollution, while children are well on their way to meeting the recommended 60 minutes of physical activity a day to stay fit, healthy and happy.

“We can’t wait to have more families enjoying the fresh air, freedom, friendship and fun that walking to school brings this Walk to School Week.”

For more information on Walk to School Week and to get your classroom packs, visit livingstreets.org.uk/wtsw

SEARCHES FOR ‘HOW TO PASS GCSE MATHS’ SKYROCKET 2930% AFTER GOVERNMENT ANNOUNCE PLANS FOR NO STUDENT LOANS WITHOUT A C GRADE

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With the announcement that the Government plans to not allow student loans to those who do not achieve at least a grade C in GCSE English and Maths, analysis was conducted on the response from the public.  

Oxford Summer School analysed Google Trends data to find that ‘how to pass GCSE maths’ – has seen a 2930% spike in searches after the Government announced plans to not give student loans to those who haven’t secured a grade C or above in the subject.  

The data also reveals that UK searches for ‘help with maths’ has seen a 4802% rise following the announcement.

Similarly, search volume for ‘maths GCSE’ spiked by 163% above the average after news of the proposed plans came out.  

A spokesperson for Oxford Summer School said: “This analysis has shown that there may be worry for students soon sitting their GCSEs. A dramatic increase in this search shows that pupils may be concerned about the consequences of not securing a grade C or above in their maths exams. This announcement may lead to an increase in students achieving a C grade in the core subjects but may also result in a drop in applications to university.”  

Free cyber skills training for thousands of school pupils

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  • Free online cyber security learning rolled out across UK secondary schools 

 

  • Cyber Explorers will teach 11 to 14-year-olds essential digital skills to meet demand for future talent in the cyber security sector

 

  • Schools in Newport, Newry, Inverclyde, Birmingham and Bradford among first areas to benefit from extra learning events

 

Thousands of secondary school students will learn essential cyber security skills for free through a new online learning platform being rolled out in schools across the country.

 

The move is part of government plans to create a highly-skilled and more diverse pipeline of talent for the UK’s fast-growing and in-demand cyber security industry.

 

Cyber Explorers aims to introduce 30,000 11 to 14-year-olds to important security concepts such as open-source intelligence, digital forensics and social engineering. 

Along with the help of both the friendly Cyber Ranger and the knowledgeable Cyber Squad, students will explore a variety of scenarios and collect virtual badges for making smarter choices online. 

Using characters, quizzes and activities, the free website will show students how digital, computing and cyber skills can lead to a range of career paths, including social media content creation, sports technology and medical research. Brand new content and characters will launch over the coming weeks. 

 

Last week new data published by the Department for Digital, Culture, Media and Sport showed cyber security in the UK is growing from strength to strength. The sector is now worth more than £10 billion and more than 6,000 new jobs were created last year. 

 

But only a third of companies are confident they will be able to access the digital skills they need in the years to come. The lack of relevant training is a barrier, keeping young people from some of the country’s most innovative and exciting careers. 

 

Cyber Minister Julia Lopez said:

 

“For years the UK has led the world in cyber security but we’re now looking ahead to the future. This sector is home to some of our most exciting, innovative jobs and they must be open to everyone. 

 

“Cyber Explorers will give thousands of young people the opportunity to learn digital skills they need for the modern workplace and get the best possible start on their journey towards a career in cyber.”

Girls and students from low socioeconomic backgrounds are underrepresented in IT courses at GCSE and equivalent levels and the trend continues into today’s cyber workforce. 

Just 16 per cent of roles in the sector are filled by women and many senior roles are not fully representative of wider society. 

Designed to engage younger students before they choose subjects for their GCSEs and equivalent qualifications, Cyber Explorers aims to improve the diversity of pupils picking computer science courses at Key Stage 4.

Chancellor of the Duchy of Lancaster, Steve Barclay, said:

 

“The UK’s cyber security industry is growing from strength to strength and we must continue to unlock the opportunities it brings to our economy by investing in the right skills and training.

 

“Cyber Explorers is a fantastic opportunity to encourage a new generation to learn the essential digital skills they need for the future and get the best possible start to their careers, as well as meet demand for future talent in the sector.” 

Suitable for in-classroom teaching, after school clubs and independent learning at home, the programme has been specifically developed to help teachers and parents introduce digital skills to young people while complementing the wider school curriculum.

The new platform is being rolled out as part of the government’s National Cyber Strategy. It will complement the existing CyberFirst programme of activities led by the National Cyber Security Centre (NCSC).

A series of events will be run by local businesses and networks in Newport, Birmingham, Bradford, Newry and Inverclyde to ensure young people from ethnic minority and socially deprived backgrounds have the support and access they need to benefit from the programme. 

Chris Ensor, NCSC Deputy Director for Cyber Growth, said: 

“Cyber security is a growing industry in the UK, with a huge variety of exciting career paths on offer that help defend our digital world.

“Supporting young people to develop cyber skills is vital for addressing the sector’s skills gap and for keeping the UK the safest place to live and work online.

“Cyber Explorers will play a key role in making cyber more accessible to young people, complementing the wider CyberFirst programme and inspiring students to pursue careers in the field.” 

International EdTech company, Studee earns prestigious B Corp Certification

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International EdTech company Studee are proud to announce their certification as a B Corporation (B Corp). They are leading the way in the International Education space as one of the first companies to become B Certified. 

They join a growing group of companies reinventing business by pursuing purpose as well as profit. Studee has been certified by B Lab, the not-for-profit behind the B Corp movement as having met rigorous social and environmental standards, which represent its commitment to goals outside of profit. 

Studee is on a mission to help international students maximise their education and life opportunities by taking them on an effortless journey to study abroad from aspiration to enrolment while positively impacting our planet. 

Some of Studee’s key giving back initiatives include their:

  • Trees for Degrees project (planting trees for every student we enrol to compensate for air travel)
  • Scholarships for students that need help
  • Volunteer program to help the community
  • Carbon neutral company – with the aim of becoming carbon negative

They are now part of a community of 4,600 businesses globally that have been certified as B Corps. The B Corp community in the UK, representing a broad cross-section of industries and sizes, comprises over 600 companies and include well-known brands such as The Guardian, innocent, Patagonia, The Body Shop and organic food pioneers Abel & Cole.

The environmental impact of studying abroad is a widely ignored issue in the industry, (emissions from aviation are a significant contributor to climate change and international students take on average 2 return flights a year) making Studee’s B Corp certification a notable step and signals a shift towards greater accountability and transparency in the sector.

Some of the benefits of Studee becoming a B Corp: 

  • They can offer a sustainable and ethical service to universities to complement their sustainability strategies and goals 
  • Shows the high standards and values that are so important to Studee
  • Gives students the opportunity to study abroad while minimizing the environmental impact on the planet

Chris Morling, CEO of Studee comments: 

“We’re incredibly proud to be leading the way in the international education sector by achieving B Corp Certification. It shows the incredible commitment of our team to do business more sustainably and we’re excited to work alongside other like-minded businesses. 

“We created Studee to make finding a university abroad simple and deeply personalised while not negatively impacting the environment and focusing on goals that reach beyond our profits. Integrity forms the backbone of everything that we do at Studee and we hope our service can provide the opportunity for universities to recruit students ethically and sustainably and for students to study abroad while minimising their environmental impact. 

“We believe education is the most powerful way to positively change the world. We hope our B Corp certification will signal an important change within the industry and inspire others to prioritise the planet over profit. We know there’s still work to be done and will constantly be reviewing our practices to make sure we continue to do business in a way that benefits people, communities and the planet.”

Chris Turner, Executive Director of B Lab UK, says:

“We are delighted to welcome Studee to the B Corp community. This is a movement of companies who are committed to changing how business operates and believe business really can be a force for good. We know that Studee are going to be a fantastic addition to the community and will continue driving the conversation forward”. 

“We are pleased to have B Corps of all shapes and sizes as part of our community – from startups to multinationals and across many different industries. Business is a powerful force and B Corps demonstrate that you can do good in any sector. Welcoming Studee is an exciting moment because they have an opportunity to lead the way within the international education industry. We and the rest of the B Corp community are really pleased to support Studee in paving the way for a new way of doing things”. 

 

Young Enterprise launches digital financial education programme to create a new generation of financially capable young people

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Young Enterprise, one of the leading social mobility charities in the UK, has today launched a new digital financial education programme designed to help young people thrive in today’s society and develop a positive mindset with money.

The new My Money Matters digital programme, which is available at no cost for schools in areas most in need of support, intends to create a new generation of financially capable young people. The programme will enable students aged 14-18 to engage in interactive, self-led learning and allow them to form a deeper, more positive, financial outlook.

By providing meaningful training on topics such as cryptocurrencies, how to spot a financial scam, and the opportunities presented by an increasingly cashless society, My Money Matters aims to break down financial barriers and empower the UK’s next generation of workers.

The course’s units can be set in any order or assigned as extra-curricular study to ease teacher workloads.

Over up to six units, young people will:

  • Explore ways to make the most of their money
  • Explore the world of financial risk and reward
  • Learn about different ways of saving and reflect on their saving habits
  • Gain a deep insight into borrowing and debt
  • Look ahead to life after school and explore the different options available to them
  • Learn about the common scams people fall victim to and how to protect themselves against them

The initiative is being personally funded by William Salomon, President of Young Enterprise, and son of the charity’s founder, Sir Walter Salomon. The launch of the programme complements the UK’s National Strategy for Financial Wellbeing’s objective of providing two million more young people with meaningful financial education by 2030 and coincides with the unveiling of the government’s levelling up agenda for social mobility.

By supporting financial understanding and money management, Young Enterprise hopes to enable opportunities, transform lives, and support young people’s futures.

William Salomon, President at Young Enterprise said: “When it comes to building a young person’s enterprising mindset, financial education is incredibly important. Young Enterprise believes in creating meaningful opportunities which help young people develop the critical skills, knowledge and attitudes that can change their futures.

 

“Young people learn when faced with real, relevant and meaningful scenarios – so it is important that we bring these into their learning in realistic and achievable ways.  My Money Matters aims to do just this, by developing their financial capability and encouraging them to think positively about their own financial futures.”

 

 

59% of education professionals haven’t been cybersecurity trained

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A new study reveals gaps in cybersecurity in the workplace around educational institutions in the US

 

A staggering 59% of employees in the education sector haven’t had cybersecurity training arranged by their current employer, according to a new survey commissioned by NordLocker, an encrypted cloud service provider. This is alarming information as the same survey reveals 61% of education professionals handle confidential data at work.

 

“Since education is among the top five industries most hit by ransomware, the organizations that don’t train their employees how to identify the potential risks and about the right measures to avoid them are on the brink of falling victim to various cybercriminal activities,” explains Oliver Noble, a cybersecurity expert at NordLocker.

 

One in five don’t use any cybersecurity tools

 

The survey reveals that 21% of employees in the education sector don’t use any cybersecurity tools at work. Among those who do use protection on their digital devices, antivirus is the most popular software (60%) followed by a password manager (50%), a VPN (35%), and a file encryption tool (24%).

 

“With cyber racketeers going after the overwhelming amount of personal student data some education workers have access to, employers who don’t urge their employees to use the necessary cybersecurity tools, or even worse, don’t provide them, are putting their reputation at stake,” says Oliver Noble.

 

26% would blame their employer for a data breach

 

When asked who should be responsible if they accidentally caused a data breach in their workplace, the majority of education workers answered with “both the employer and the employee” (47%). However, one in four respondents (26%) would solely blame their company if they were involved in a data breach.

 

“With the human element being one of the weakest links in a company’s cybersecurity and hackers looking for vulnerabilities to exploit, it’s easy to see why many employees believe their employer should ensure appropriate means to be able to withstand threats,” Noble says.

 

Four easy-to-implement cybersecurity practices for education employees

 

  • Wi-Fi network security. To limit outside access and restrict breaches to one network at a time, establish separate networks for students, teachers, and even administration staff. All routers should be protected with robust and unique passwords.
  • Zero-trust network access. Every access request to digital resources should be granted only after a member of staff’s identity is appropriately verified.
  • File encryption. To prevent data leaks in a cyberattack, all documents with staff and students’ personally identifiable information need to be protected. User-friendly encryption services make sure important information stored on the organization’s computers is always protected from prying eyes with strong encryption.
  • Teachers and administration staff need to have cybersecurity training arranged periodically. Since cyber incidents usually start with a malicious email, awareness and education will help employees recognize phishing scams and avoid downloading malware or sharing sensitive information with impersonators.

 

Methodology: NordLocker commissioned a survey of 1,500 industry professionals in the US in October 2021.

 

ABOUT NORDLOCKER

NordLocker is the world’s first end-to-end file encryption tool with a private cloud. Created by the cybersecurity experts behind NordVPN – a world-renowned VPN service provider – NordLocker makes sure your files are protected from hacking, surveillance, and data collection. Available for both desktop and mobile, NordLocker supports all file types, offers a fast and intuitive interface, and guarantees secure sync between devices. For more information: nordlocker.com.

 

INFOGRAPHIC

AVer Europe announces new, portable distance learning innovation camera.

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AVer Europe, the leading provider of educational technology and Pro AV solutions, announces the DL10 distance learning tracking camera, a small form factor tracking camera.

 

The DL10 sets hybrid and online educators free from the hassles of poor-quality cameras. The design, weighing only 745 grams, conveniently fits into most bags, freeing online and hybrid learning teachers to work wherever they want, giving teachers the ability to teach online from anywhere. The specialised design of the DL10 also makes it a perfect match for smaller or space-conscious classrooms, where a large and complicated camera setup is not an option.

 

Rene Buhay, SVP of Sales and Marketing at AVer Europe comments, “The portable AVer DL10 camera delivers unprecedented freedom and picture quality for teachers in the new normal of online classes and hybrid classrooms. This is a fantastic, high quality distance learning option for budget-conscious schools and educators. The AVer DL10 camera will lead hybrid classroom technology.”

 

The DL10’s features include:

 

  • 6X Total Zoom: Perfectly balanced between classroom needs and school budgets, the DL10 features 6X total zoom. In an average-sized classroom the DL10 excels with its zoom capabilities, delivering crisp and clear images every time.
  • Industry-leading AVer AI: Accurate and easy to use AVer camera tracking AI is integrated with the DL10 Distance Learning camera. This means easy lecture recording, camera tracking with the press of a button, and gesture controls with the needs of educators in mind.
  • Sleep Mode: Particularly designed for the protection of privacy. When an online class ends, the DL10 automatically reacts by switching off, and tilting the camera down 90 degrees, allowing online teachers to easily separate class time and personal time.

 

  • Built-In Microphones: Purposefully created with teachers in mind, high quality microphone and noise suppression functionality is integrated in the DL10 for the enhancement of communication and the cancellation of disruptive noises common in a teaching environment, such as teachers’ books, keyboard, and mouse.
  • Gesture Control: Remove touchpoints and intuitively guide the DL10 using hand movements, even while teaching. DL10 Gesture Control allows teachers to focus on their classes without having to run back and forth between a computer and whiteboard, while still maintaining hygiene standards necessary for a classroom environment.