Posts

1 in 8 children say time online harms their school work

Nearly one in eight children in the UK say their online life harms their school work according to a survey by The Children’s Society. 

 

The survey is among the evidence considered in the national charity’s new report, Net Gains? Young People’s Digital Lives and Well-Being.  

 

It found 13% of young people aged 10-17 said their life online had a ‘mostly negative’ impact on their school work, including homework, while 37% said it had a ‘mixed impact’ with both positive and negatives. In contrast, 35% reported a ‘mostly positive’ impact, while 16% said there was ‘no impact’. 

 

Around one in 11 children (9%) reported that time online had a ‘mostly negative’ effect on family relationships, with 35% reporting a mixed impact, 35% a positive impact and 21% no impact. 

 

Overall, children reported both pros and cons to time spent online. 

 

Almost half (46%) said that the impact of being online was mostly positive for their relationships with friends and more than four in ten (42%) said the same for the impact on how they felt overall. 

 

Nearly 4 in 10 (39%) children reported that being online had a mixed impact on how they felt about themselves (36% reported a ‘mostly positive impact, 7% a ‘mostly negative impact’, and 18% no impact) and a similar proportion (38%) said the same about how they felt overall.  

 

The Children’s Society’s report says that building a better understanding of how young people use technology and the effects this has on them is essential for improving the quality and safety of young people’s digital lives and for boosting digital equality – including not only the ability to access online content but also digital skills and the ability to appraise it.  

 

Young people were also asked to score out of 10 how happy they were with different aspects of their digital lives. They were most happy with things they did online, scoring on average 8 out of 10, and least happy with how they came across to others online and the amount of time they spent online, both scoring an average of 7.4.  

 

The Children’s Society says some children’s views about how they appear to others online could reflect unhappiness with their appearance or uncertainty over what they should say or how they should behave. It says unhappiness about the amount of time spent online could stem from concerns children have heard in media debates or restrictions their parents have imposed on them. 

 

The report also reviews international research on young people’s use of digital technology, the effects of time spent online and the influence of parents on how they use the internet.  The Children’s Society found that evidence of the impact of the digital world upon children has many flaws, often failing to account for the sheer number of things young people do online, consider the impact of things going on in their lives ‘offline’ or include young people’s views.  

 

Phil Raws, a Senior Researcher at The Children’s Society, said: “We wanted to know what young people themselves felt about their digital lives and how being online affected them, their relationships and some of the things they do offline. This was partly because their views have been missing from research and debates around safety, education, mental health and well-being and other issues which are often linked to their use of digital technology. 

 

“The survey responses tell us that many young people recognise that being online can have good and bad impacts on different aspects of their lives, although some feel that their digital life has no impact at all. This points to the challenges of understanding the effects of time spent online. We need to do more to explore this – to understand why some felt that the impact was negative on their school work, for example, and whether this has changed with the dependence on virtual schooling during recent lockdowns or when young people have been in isolation at home.   

 

“Young people’s ratings of what they do or experience online suggest that most of them are relatively happy, but some are having mostly negative experiences and may be developing a pessimistic outlook about their lives online. We need to find out more about this group – about who they are, why they are unhappy online, and what needs to change to address this.   

 

“One thing that came across clearly from our review of international research was that we need to widen our focus if we want to improve young people’s health and happiness overall, and reduce online harms in a sustainable way.  There is emerging evidence that negative online experiences or excessive time spent online may be symptoms rather than the cause of mental ill health.  Similarly, online harms seem to be more likely to be experienced by young people who come from a disadvantaged background.  

 

“Learning more about this can help us to not only make sure that all young people have the same opportunities and benefits online and feel safe and happy when using digital technology, but also to support better well-being in general.” 

 

MENTAL HEALTH RATED AS BIGGEST CONCERN FOR SCHOOLS

 

*Nearly four in five schools rated mental health as having the biggest impact on their organisation in the last year

*Almost three quarters (73%) of school leaders expect mental health and wellbeing to continue to be one of the biggest challenges over the next five years

*Zurich Municipal report reveals the biggest challenges facing public and voluntary sector organisations and their future concerns

*The insurer is currently working with Fika, a mental fitness learning and skills development partner, to address mental health in education

 

Nearly four in five school leaders say mental health and wellbeing was the biggest challenge for their organisation in the last year, according to a new report, which highlights the scale of the mental health crisis facing schools.   

 

The study by specialist insurer, Zurich Municipal and YouGov, revealed that for 78% of senior decision makers in primary and secondary schools, mental health and wellbeing had a “very big” or “substantial impact” on their organisation in the last 12 months – the highest out of seven challenges facing the sector. This was markedly higher than the average of 60% when looking at all public and third sector organisations surveyed.

 

The research went on to reveal future drivers of change and concerns, and predicts mental health will continue to have a major impact in schools. Nearly three quarters (73%) of school leaders expect mental health and wellbeing to continue to be one of the main challenges over the next five years – ranking second out of seven factors. However, it is issues related to funding and government policy that will become the primary worry in the future, with 85% of school leaders believing this will impact them the most.

 

In its study – The Future of the public and voluntary sectors – Zurich Municipal explored the general sentiment about the future of the public and voluntary sectors; views on current and future drivers of change and their relative impact; and future challenges and opportunities.  

 

Across all respondents, the study found the impact of mental health and wellbeing was most keenly felt in schools, followed by further and higher education establishments (71%) and charities (53%).  But while mental health and wellbeing had the greatest impact, primary and secondary school leaders also cited funding and government policy and the changing nature of work as having had a significant bearing on them in the last year – 71% and 63%.

 

Zurich’s findings come as a recent report by the charity, Education Support, found 77% of school staff are stressed (rising to 84% of senior leaders) and that over a third (38%) of education staff had experienced a mental health issue in the past academic year. 

 

Alix Bedford, Risk Proposition Manager, Zurich Municipal comments: “Working in the school environment has always been high pressured, but for nearly two years now, education staff have experienced an ongoing situation of unpredictability and stress. It is understandable that this would have a huge impact on mental health and wellbeing.  There are also concerns over the adverse impact of the pandemic on pupils, adding to the other issues already affecting young people’s mental health.

 

“Schools have a duty of care for the mental health and wellbeing of their staff and students. Awareness and understanding of the scope of this issue is rapidly evolving, but the policies, strategies and actions needed to respond must evolve rapidly too. If left unchecked, this risk could dwarf some others.”

 

Zurich Municipal is currently working with Fika, a mental fitness learning and skills development partner, to address mental health in education and offer training.  The three-month pilot, running until March, is part of Zurich’s aim to help schools protect their people as well as their property.   

 

Dr Amanda McNamee, Senior Mental Fitness Scientist at Fika said: “The state of declining mental health in education presents a risk in academic performance and stress to learners and burnout amongst staff. Current approaches pose a significant risk by reacting to declining mental health instead of preventing it. Fika has set out to mitigate the risk of decline and improve performance through a formal, proactive education-for-all solution and online mental fitness training tool.”

 

Fig 1. Issues that have had a big or significant impact schools in the last 12 months

 

Challenge Primary / Secondary Education Average across public and third sector
Mental health and wellbeing 78% 60%
Funding and fiscal policy 71% 67%
The changing nature of work e.g. hybrid working and workforce challenges 63% 68%
Changing community expectations and needs 62% 57%
Digital, data and automation 50% 52%
Changing organisational structures 39% 40%
Adapting to climate change 10% 18%

 

 

Fig.2 Issues that are predicted to have a big or significant impact schools  in the next five years

 

Challenge Primary / Secondary Education Across pubic and third sector
Funding and fiscal policy 85% 78%
Mental health and wellbeing 73% 57%
Changing community expectations and needs 58% 63%
Digital, data and automation 48% 56%
Changing organisational structures 44% 43%
 The changing nature of work (e.g. hybrid working and workforce challenges) 33% 55%
Adapting to climate change 21% 34%

Three resources from Premier League Primary Stars to encourage discussions on wellbeing in the classroom or at home

Pupil wellbeing is a top priority for teachers and Premier League Primary Stars is supporting discussions about this topic with flexible and accessible resources that encourage pupils aged 5-11 to think about the importance of self-care and helping others.

 

Leading wellbeing practitioner Dr Hazel Harrison, Clinical Psychologist and Founder at ThinkAvellana, who works with Premier League Primary Stars, spoke about the importance of wellbeing as millions of pupils return to the classroom during current Covid-19 related uncertainty: “Supporting young people’s mental health is really important, perhaps now more than ever. A healthy mind has a direct link to increased engagement in lessons and building positive relationships with others.”

 

Helping teachers increase pupil knowledge and understanding of wellbeing through resources that are engaging is an important way to make school a more positive experience for everyone, now more than ever. Premier League Primary Stars resources help pupils explore themes around wellbeing through relatable concepts and the power of football.

 

Here are the top three wellbeing resources:

 

  1. Wellbeing – feelings and emotions Pupils are encouraged to identify the different emotions people typically experience, including during times of transition and change. Pupils will explore ways to take care of their own and each other’s emotional wellbeing, while learning that it is normal to experience different feelings at different times. In this pack teachers can also download an emotional check-in poster for their classroom!
  2. Wellbeing – managing our emotions We all experience emotions in different ways. Managing our emotions encourages pupils to talk about their feelings and emotions and to use what they have learned to identify changes that a character could make to their lifestyle to help their mind and body. This resource can be used as a standalone lesson or as a follow on activity from the Wellbeing – feelings and emotions pack. The resource pack includes an uplifting film that shows Premier League players expressing a range of emotions on the pitch. As part of the resource, players also give their personal tips on what they do to help manage their emotions.

 

      3. Premier League Wellbeing Stars: Pupils can watch videos that explore the concept of social action and then create their very own wellbeing week full of kind acts to support others’ wellbeing. To inspire pupils, teachers can download the special Wellbeing Stars Calendar, which features some of the kind acts carried out by the Premier League Primary Stars community as part of the challenge.

 

Premier League Primary Stars is here to help teachers support their pupils, whether that be in the classroom or at home. Wellbeing is also important outside of the classroom and these resources are designed to help engage families as well as being flexible and accessible for home learning.

 

Dr Hazel Harrison continues to discuss Premier League Primary Stars’ commitment to supporting wellbeing in more than 18,000 primary schools: “Alongside their resources that focus on improving pupils’ mental health, the Wellbeing Stars Calendar from Premier League Primary Stars is a great way for young people to spread kindness throughout their community, connect with others and focus on the good stuff.’’

 

 

All Premier League Primary Stars resources are mapped against the National Curriculum and are suitable for use in primary schools across England and Wales. All resources are free to download and can either be used off-the-shelf or tailored to suit teachers’ needs. Join over 50,000 teachers and sign up at plprimarystars.com

 

Artist Led Workshops for Schools

Georgia O’Keeffe Hayward Gallery Touring Exhibition  

The Point Gallery, South Parade, DN1 2DR 

15 January – 20 March 2022  

 

Doncaster teachers are invited to bring their pupils to the gallery at The Point in Doncaster to see Georgia O’Keeffe: Memories of Drawings – a brand new Hayward Gallery Touring exhibition presenting a remarkable collection of work from pioneering American artist, Georgia O’Keeffe.  

 

There are a range of opportunities for teachers: 

Free visits 

Teachers can bring classes and pupils when The Point is open. Our opening times are on The Point website here: https://thepoint.org.uk/visit-us/ 

Please book in so we can ensure that the gallery is available and that we can ensure the best experience for your visit. 

 

Artist-led workshops at The Point (KS1 or KS2 – can be adapted) 

Teachers can bring their classes to visit the exhibition with an artist-led workshop at the highly subsidised cost of only £100 per class of 30 pupils. During an artist-led workshop, pupils will receive an introduction to The Point, the gallery, and the artist, followed by an exploratory exercise to encourage them to look closely at the works on display. The children will then take part in still life drawing exercises within the gallery space, focusing on objects inspired by the works. The works on display are prints of drawings featuring organic forms, surreal abstractions, urban cityscapes, and organic forms including flowers and bones.  

 

This will be followed by a large-scale collaborative drawing exercise emulating an artist’s studio experience. Pupils will have the opportunity to use a variety of materials such as different grades of pencil, charcoal, oil, and chalk pastels. Pupils will be able to take their artwork back to school after the session, which can then be displayed within your school. Please book your slot. 

 

The Exhibition 

This new exhibition will showcase 21 photogravures of drawings produced by the artist between 1915-1963; the period in which O’Keeffe established herself as a major figure in American Modernism. Renowned for her distinctive balance of abstraction with figuration and tenaciously pursuing her innovative style, Georgia O’Keeffe (1887-1986) is one of the most important artists in 20th century American art. Her iconic works of surreal abstractions, rural landscapes, urban cityscapes and organic forms broke new ground for women artists.   

 

The Point is open to the public so everyone is welcome to visit the exhibition.  

 

If you have any questions about these opportunities – do get in touch! For a chat, or to book,  please contact amy@wearedarts.org.uk or telephone 01302 341662. 

What does Veganuary have to do with Education?

Bullying & harassment

A survey published by Primary First showed that 73% of vegan pupils had been teased for their vegan beliefs at school. 16% of these pupils were teased by teachers and 12% by other school staff.

42% of respondents said they had been bullied because of their vegan beliefs. 13% of them were bullied by teachers and 12% were bullied by other staff.

Of those who had been teased or bullied, only 25% said their school had been swift and helpful to tackle the issue. Fewer than 40% of respondents feel welcome as a vegan pupil in school and less than 40% feel safe. Only 12% feel supported to take pride in their vegan beliefs, and only 13% feel valued.

Ethical veganism is a protected belief under the Equality Act 2010. We would not tolerate such shocking statistics for any other protected characteristic. Schools are failing in their Public Sector Equality Duty to eliminate unlawful discrimination. It is the responsible body of the school that is liable for any breaches of the Equality Act. Governing bodies do not realise that they are significantly exposed in this area.

Urgent work is required to include ethical veganism explicitly in the anti-bullying training provided both to school staff and to pupils. Example templates are available.

Pupils’ future

Every school will have an environmental group now, but most schools are ignoring the single biggest change they are likely to be able to make to reduce their greenhouse gas emissions and reverse the nature crisis.

Since animal agriculture is a greater contributor to global warming than the entire globe’s transport infrastructure, small shifts to school meals could have a huge effect across the UK. ProVeg UK have a brilliant resource showing how schools can encourage the uptake of plant based options while still complying with the government’s school meal standard. Many of the tweaks don’t even involve changing the foods offered. Example tweaks are re-naming of veggie options, changing the order of presentation, and including planet-friendly icons for the low-carbon options. Their excellent resources are available here: School Plates | Campaign | ProVeg UK and a number of green programmes for schools are adopting them as recommendations for significant environmental impact. Local Authorities are also beginning to seek to make the changes at borough-wide levels, to meet their own carbon reduction targets.

We have only a few years to make the scale of carbon savings required to give our pupils a 50% chance of limiting global warming to 1.5 degrees. Our pupils cannot be educated now to solve the crisis in the future. Schools need to act now to give their pupils a chance in the future. UNICEF have declared the climate crisis as a child rights crisis.

This is truly a child protection issue at both a national and a global level, and Veganuary is a great way for schools to start to engage with immediate child protection issues in their own school, while protecting the future of all children around the globe.

Ruth Jenkins

Programme Co-ordinator

Vegan-Inclusive Education Ltd

contact@vieducation.co.uk

Just 2% of teachers in the most disadvantaged schools say all their pupils have adequate digital access

  • Only 2% of teachers working in schools serving the most disadvantaged communities say all their pupils have adequate access to devices and internet to work from home
  • More than 1 in 4 teachers (28%) believe the attainment gap has increased since September
  • Teach First call for significant funding to address the digital divide and digital skills gap as almost two-thirds of headteachers (64%) say their existing budgets are insufficient

New polling from education charity Teach First has found that only 2% of teachers working in schools serving the most disadvantaged communities say all their pupils have adequate access to devices and internet to work from home. This is five times less than the most affluent schools (10%) and three times less than the national average (6%).

 

In addition, 3 in 4 teachers (75%) in the most affluent schools say they have enough devices for at least three quarters of their pupils, compared to just 1 in 4 teachers (25%) in the most disadvantaged schools.

 

The issue of the digital divide has received significant attention throughout the pandemic, with most pupils studying at home for extended periods. During this period the government successfully distributed more than 1,300,000 devices to schools across the country. Teach First also worked with businesses and partners to deliver over £1,000,000 worth of devices and dongles to schools serving disadvantaged communities.

 

Yet teachers have made clear that the digital divide goes beyond Covid-19 and lockdowns –  as technology becomes increasingly essential to modern classrooms, with two-thirds of teachers (65%) say that they are using technology more than two years ago and that figure increasing to three quarters (73%) in secondary schools.

 

A quarter (28%) of teachers also believe since the start of this academic year the attainment gap has increased between those pupils who had a digital device throughout the pandemic compared with those who didn’t.

 

It is no surprise, therefore, that teachers are also broadly in agreement that better access to digital devices would help to close the attainment gap – two-thirds (63%) agreed that it would help doing so.

 

To tackle the digital access issue, schools have made it clear that they will need additional financial support in order to purchase devices and internet dongles. Almost two thirds of headteachers (64%) say they do not have enough funding in their existing budget to ensure all pupils have adequate digital access.

 

Teachers also highlighted that access is not the only issue to solve – upskilling pupils to use digital tools effectively is also vitally important.  Only a third (36%) of teachers believed their pupils have sufficient digital skills to use devices safely and effectively when learning from home.

 

Teach First are recommending that the Department for Education continues to invest in the provision of laptops, tablets and internet routers for pupils from poorer backgrounds – so they do not continue to fall behind. This provision should be paired with accessible information and guidance, so that parents and carers can support their children to engage with digital technology productively and safely.

 

The charity are also calling for a significant funding boost to schools serving disadvantaged communities, where the attainment gap remains stark – so that all children are giving a fighting chance to a bright future.

 

Tony Costello, Headteacher at Savio Salvesian College in Merseyside, said:

 

“Our school is one that particularly felt the impact of the digital divide. We were scrambling for laptops and dongles back in November 2020. Dongles were particularly important as parents in our community have very limited access to the internet. 

 

“Because of this, the gratitude for devices was truly felt throughout our community. The donation of laptops and dongles from DHL UK Foundation via Teach First before Christmas, along with provision from the Department for Education and other generous benefactors, came at just the right time. It meant pupils had access to remote learning from day one of lockdown starting in January this year. 

 

“Like many schools, we’ve become a lot more reliant on digital learning since the school closures – especially for lessons, submitting homework and extra tuition. While things have significantly improved, there are still gaps we’re trying to fill. Any additional donations of digital devices and dongles would really help ensure that all our pupils have everything they need to progress in their learning.” 

 

Russell Hobby, CEO of Teach First, said:

 

“The pandemic has drawn attention to a number of inequalities in our education system and it is clear that the digital divide is a serious issue. But it goes far beyond the current pandemic. Technology is playing an increasing role in pupils’ learning and is central to resilience in the face of potential disruption. If young people from disadvantaged backgrounds do not have access to devices and the internet – as well as a good space to study – then the attainment gap will widen.

 

“Government, businesses and charities played an important role in supporting schools to ensure pupils forced to work from home during the pandemic were able to do so. But now we have to look at the long-term future of education – and that means prioritising investment towards schools serving disadvantaged communities, where the digital divide remains stark.”

 

 

New guidance launched to help schools improve children’s money skills

New financial education guidance for primary and secondary schools in England has been launched today, with the support of the Department for Education (DfE). The guidance, which has been developed by the(MaPS) in its role as coordinator of the 10-year UK Strategy for Financial Wellbeing, is aimed at encouraging conversations about money in the classroom by setting out ten steps schools can take to boost the delivery of financial education.

 

The launch coincides with this year’s Talk Money Week campaign, which has highlighted the importance of money conversations in the home, alongside more formal financial education, in developing good money habits in childhood which will last a lifetime.

Children who say they learned about managing money in school are more likely to save up frequently and be more confident managing their money. With only 37% of 7- to 17-year-olds in England recalling having had any financial education at school, equipping teachers to have conversations about money in the classroom is vital. Learning about topics such as budgeting, saving, and managing credit in schools is essential to ensure children gain the skills and confidence they need to manage money now and in later life.  

 

Developed in consultation with financial education experts and DfE, the guidance is designed to support school leaders and education decision makers to enhance the financial education currently delivered in their schools to make it memorable and impactful.

 

Instead of adding to teachers’ workloads, the guidance highlights the links between financial education and the existing curriculum. Suggestions include introducing a financial education lead, putting in place targeted support for children with additional needs, consulting parents and students, and approaches to embedding learning about money throughout school life. The guidance also points to a range of financial education services and resources to help schools, including those targeted at children and young people with special educational needs or disabilities.  

 

The Minister of State for School Standards, Robin Walker MP said: “Building knowledge of money and financial matters from an early age can support resilience and wellbeing through life and it is important that children and young people develop strong financial knowledge, skills and habits to stand them in good stead as they prepare for life in the modern world.

 

“Many schools already deliver excellent finance education through their mathematics and citizenship lessons and today’s guidance will support schools to deliver a broad and balanced curriculum.”

 

Caroline Siarkiewicz, Chief Executive at MaPS said: “Less than half of 11- to 17-year-olds feel confident managing their money, and almost a fifth of 16- and 17-year-olds report feeling anxious when thinking about their money. Financial education in school – alongside support at home and in the community – is key to helping children build the foundations needed for their future financial wellbeing and resilience. This guidance will equip schools with the tools they need to bring financial education to the forefront within the classroom and ensure it is impactful and engaging.

 

“Financial education plays an important role in helping children and young people make the most of their money as adults, whether that is understanding how to read a payslip, how to decipher a bill or the importance of planning ahead. The financial impact of the Covid-19 pandemic means that building money skills, confidence and resilience have never been more vital.”

 

Jonathan Baggaley Chief Executive at the PSHE Association said: It is vital that children and young people learn early on how they can make informed financial decisions to help them prepare for the financial risks and responsibilities that exist in adult life. PSHE (personal, social, health and economic) education can play a vital role in financial education, starting in primary school. Whilst it’s fantastic that health and relationships education is now compulsory, teachers should also be encouraged to focus on economic wellbeing as a core part of PSHE lessons. The MaPS guidance will support our membership of teachers greatly in this respect.”

 

Liz Moorse, Chief Executive of the Association for Citizenship Teaching said: “Teaching pupils about money matters and how the economy works is more important than ever. We welcome the publication of this new guidance for schools which highlights the importance of Citizenship education in equipping pupils with the essential knowledge, concepts and skills to make informed and responsible financial choices in their lives today and to understand the importance of good decision making and planning for their future.”

The guidance forms part of a broad programme to expand financial wellbeing provision in schools across the UK as part of the UK Strategy for Financial Wellbeing goal of two million more children and young people receiving a meaningful financial education by 2030. MaPS funds the Financial Education Quality Mark, delivered by Young Money part of Young Enterprise, which helps teachers find quality assured resources to teach children and young people about money. To support schools to take part in Talk Money Week 2021, MaPS published the first Talk Money Week Toolkit for Schools, giving education settings easy access to programmes and resources that can help them bring conversations about money to life.

 

GoHenry Launches Money Missions, In-App Gamified Education, to lead New Era in Financial Literacy

Company aims to tackle the financial education gap by engaging kids with motivating, fun, and rewarding interactive learning

 

NEW YORK and LONDON (October 18, 2021) – GoHenry, a pioneer in kids’ debit cards, money management, and financial education, today introduced Money Missions, accelerating the company’s ambitions to close the gap in early financial literacy for Gen Z and Gen Alpha with a gamified educational experience integrated into the GoHenry app.

 

Money Missions are fun, interactive lessons designed to build confidence, literacy, and curiosity in 6-18-year-olds: 

 

·       Money Missions cover a full curriculum including money basics, earning, saving, investing, responsible spending, credit, money safety, and more.  

·       Kids watch animated videos, take quizzes, and earn points and badges while gaining real-world experience with money.

·       The missions are developed with teachers and financial experts and mapped to age-appropriate education guidelines in the US and UK.  

·       Tailored to the age of the child, as kids go through the missions, levels are unlocked and adjusted to their age, skills, and confidence. 

 

“We’ve always had a simple mission which is to help kids be smart with money. With 60 million kids and teens in the US and UK alone that have not been adequately served with financial education, Money Missions is one of the ways we are bridging this gap with a hands-on app experience to turn financial education into a motivating, fun, and rewarding way for kids to build confidence with money. It’s a really strong complement to our innovative debit card, banking, and payment functionality. With Money Missions, GoHenry will continue to be the place kids and teens learn the foundational blocks of personal finance and gain real-world money skills necessary for their future.” said Alex Zivoder, CEO of GoHenry. 

 

Research from the University of Cambridge shows that children form their attitudes and habits towards money by age 7, and 87% of teens have trouble making everyday spending decisions. A recent GoHenry survey found that even among parents, 89% said they would have made better financial decisions if they received financial education before the age of 18. 

 

Dani, a parent who has been using Money Missions with her 11-year-old daughter as part of beta testing, says: “My daughter Ellie-Rose has already been using GoHenry for over a year and in that time she has learnt how to budget and save. She’s loved using the new Money Missions and particularly enjoys the way it’s like a game with the videos and animations. She wants to get the questions right, so it makes her listen more and concentrate – she gets a great sense of achievement after completing each mission.”

 

Money Missions represents the latest investment in GoHenry’s category-leading fintech products and services for families, including Teen Account, Eco Cards, instant peer-to-peer payments, and Giftlinks (which allows GoHenry members to receive money as gifts from parent-approved relatives and friends).

 

A short explainer video for Money Missions can be viewed here

 

Backed by Edison Partners, Revaia (formerly Gaia Capital Partners), Citi Ventures, and Muse Capital, GoHenry has raised $70 million from institutional and individual shareholders. 

 

To learn more about Money Missions and sign up for GoHenry, visit GoHenry.com.

Ultra-protection for school technology: Survivor® launches All-Terrain antimicrobial iPad cases to help schools prioritise health and safety in the new term.

Survivor’s All-Terrain antimicrobial cases with embedded defence against surface bacteria offer the latest in safety and health technology, ultra-protection, engineering, and design.

London, UK. – September 2021 – Survivor®, the award-winning designer and leading expert in
innovative device protection, launches its reimagined All-Terrain range of versatile and field-tested
protective iPad cases for education. Survivor® All-Terrain offers a carefully engineered antimicrobial
and drop protection solution to everyday on-the-go device operation for iPad 10.2" (8th & 7th
Generation).
Schools are looking for new solutions to help prevent the spread of Covid-19 and other viruses in
order to minimise school closures and student absence in the new term. The All-Terrain iPad 10.2"
cases were re-designed for schools and work settings as a response to the rising concerns around
general hygiene safety in our environments.
Survivor® All-Terrain was engineered with embedded antimicrobial defense that eliminates and
prevents 99.9% of surface bacteria while offering long-lasting antibacterial and antifungal
protection, making them more suitable for school and business settings. Health and safety is the top
priority for schools looking for ways to keep students safe while engaging them in technology-based
activities. Survivor® is a tried, tested and science-backed solution offering maximum protection
against germs.
Delivering the latest in safety and health technology, the All-Terrain tablet cases were designed with
smooth edges to eliminate bacterial traps, prevent bacterial growth, and allow easy wipe down. As
well as this, All-Terrain cases are built with durable materials capable of withstanding medical-grade
cleaning agents, to guarantee long lasting 360-degree device protection.
“The pandemic changed the way children engage with technology forever,” said Lorna Brightman,
Director Of Sales in EMEA.

“A top priority for school leaders right now is creating a safer more stimulating, and interactive
learning environment for students. Survivor’s solution aims to support schools to overcome this
challenge. The All-Terrain cases are an example of Survivor’s expertise in protection engineering for
everyone. Through careful testing, forward-thinking and innovation, we have created a product that
is designed to protect you as well as your technology.”
All-Terrain Survivor® cases are carefully engineered with 3X layers of shock-absorbing material upon
impact and 2X military-grade drop protection. Although slim, it features a raised edge screen bezel
that provides a shatter-resistant line of defence against face impacts, drops and bumps. A dust-
resistant port plug and button cover protector ensures your device stays clear of foreign debris while
preserving connectivity. All-Terrain is perfectly suited for hands-on, on-the-go device operation and
capable of withstanding the everyday challenges, work, play and clumsy fingers.
All-Terrain cases are impressively versatile, with a detachable kickstand/handstrap for precision and
easy manoeuvring. In addition to these features, these cases are easily adaptable to your everyday
needs and compatible with all accessories in the Survivor® Modular Ecosystem, including a shoulder
strap, pencil tether and cupholder mount. An integrated Apple Pencil and Logitech Crayon storage
on the side keeps the accessories secure, protected and easily accessible.
Survivor® products undergo rigorous testing to ensure optimal dependability, durability and
performance. They are guaranteed for life and backed by a limited lifetime warranty.

Pricing & Availability:
Survivor All-Terrain (2021) for iPad 10.2" (8th & 7th Generation) RRP £79.99
The All-Terrain iPad 10.2" cases are now available at Getsurvivor.co.uk/collections/ipad-10-2-2021.
For corporate/business-to-business sales and opportunities: lbrightman@incipio.com

Lessons learned from remote education

~ Teaching won’t be the same again, thanks to new technology ~

 

Before March 2020, catching ‘fresher’s flu’ was a right of passage for university students. Fast forward 18 months and students around the world stayed indoors to keep illness at bay. However, the pandemic has taught the education sector an important lesson — the value of selecting the right communication tools. Here, Ginelle Bell, UK country manager at Cloud communications provider Ringover, explains more.

 

According to UNESCO, more than 1.5 billion students around the world were forced out of their typical learning settings in 2020, with many participating in lessons online. Globally, education in the 21st century has never seen so much disruption and it has prompted critical conversations about the role of technology in delivering education.

 

Education isn’t the only sector that’s facing an overhaul. Over the course of the pandemic, and for several more years to come, communication technologies have grown increasingly more sophisticated. The UK increased its fibre connections by 50 per cent in 2020, and while its broadband connectivity stills lags behind many other countries, the nation is undergoing massive change. As Openreach switches of the public switched telephone network (PSTN), every business will be communicating differently by 2025.

 

Research by broadband company Zen shows that 17 per cent of large organisations are still unaware of the switch off. Education facilities also risk becoming out of the technology loop, if they don’t learn from the past 28 months.

 

Going remote

Throughout much of 2020 and 2021, educators had no choice but to deliver teaching remotely. However, even though in-person teaching has widely resumed, distance learning could become an increasingly favoured choice, rather than an obligation.

 

Distance learning isn’t a phenomena of today’s society. Back in 1969, The Open University (OU) pioneered the concept by offering students the chance to gain a degree without needing to set foot on campus. It was a radical idea for its time — yet proved highly popular. By the time applications closed for its first year of enrolment, the university had received over 100,000 applications.

 

However, The OU’s popularity has decreased over time with numbers of full-time enrolments slipping over the past decade. But things could be set to shift again. Increased demand for upskilling and reskilling, as well as an emphasis in the attractiveness of online learning spurred on by the pandemic, has caused a surge in OU registrations.

 

Overall, the total number of OU students enrolled for the 2020/21 academic year is up 15 per cent on last year — from just over 141,000 to more than 163,000. While distance learning has seemed like a short term fix to keep people safe, it’s also encouraged a newfound appreciation for the teaching method that could lead to long-term behavioural changes.

Getting prepared

We won’t be saying goodbye to fresher’s flu any time soon. While most forms of education continue in person, education facilities shouldn’t neglect the promise of distance learning.

 

What’s more, the past 18 months has taught every industry to expect the unexpected. Most businesses were not prepared to go remote overnight at the start of the pandemic, and education was no exception. However, having the right tools in place to ensure distance learning can be carried out effectively is the best way to plan for any other unforeseen circumstances.

 

One essential piece of any education facility’s armoury is the right communication tools. In particular, facilities should opt for a Cloud-based solution. Cloud-based platforms provide an easy way for educational institutes to streamline their academic communications and collaborations. They can achieve this by combining real-time voice, video and messaging capabilities with their business applications.

 

Using Cloud-based software that enables Voice over Internet Protocol (VoIP)  makes it easy for students and teachers to interact collaboratively by using real-time messaging and video. This can effectively improve completing group projects, enhances the way teachers communicate with students and cuts down obstacles in the system of education. Because technologies such as VoIP enable calls through the Internet, rather than a fixed telephone line, it’s far easier for education providers to interact with geographically dispersed students and with less ongoing costs.

 

90 per cent of data breaches are a result of human error, and using the Cloud to manage communication tools and store their associated data can help universities better manage sensitive information.

 

At Ringover, another huge benefit we see for VoIP technologies in education is its scalability. Our own software can be easily scaled to suit the size and needs of any business, whether it requires a complete professional phone system or additions to its existing infrastructure. With collaboration tools such as screen sharing, instant messaging and video conferencing, Ringover’s software can help facilities of any size communicate effectively.

 

After several weeks of getting to know each other, it’s likely many students are battling fresher’s flu right now. However, no matter which education route a person chooses, having access to effective communications tools is crucial. Post-pandemic education won’t look the same as it did previously, and having scalable, streamlined software in place will help any facility to future proof.