Practical tips for managing digital learning
By Dakota Murphey The integration of technology into education offers exciting opportunities to enhance student engagement, personalise learning, and prepare students for an increasingly digital world. However, for many educators, navigating this digital frontier can feel overwhelming and chaotic. The shift to digital learning brings with it a host of challenges: managing student device usage, choosing appropriate digital tools, integrating technology seamlessly into lesson plans, and ensuring equitable access for all students. Educators not only need to master new technologies themselves but also guide their students in using these tools effectively and responsibly, and help encourage students to consider tech roles for themselves in the future. Creating a tech-friendly classroom layout Creating a tech-friendly classroom layout is essential for maximising the benefits of digital learning while minimising potential disruptions, whether it’s for daily use with students or making the space flexible for community classes. The physical arrangement of your classroom can significantly impact how effectively students use their devices and collaborate with peers, so start by considering the placement of furniture to support both individual work and group activities. This might mean arranging desks or tables in configurations that allow for easy movement between independent and collaborative work, such as clusters or U-shapes, or managing power sources to keep devices powered throughout the day. Proper lighting is often overlooked but plays a vital role in creating an optimal digital learning environment. Position screens to avoid glare from windows or overhead lights, which can cause eye strain and make it difficult for students to view their devices. By thoughtfully addressing these layout considerations, you can create a classroom environment that supports and enhances digital learning experiences for all students. Understanding storage and underlying systems To effectively manage digital learning, educators must have a solid grasp of the underlying technical aspects that support these systems. This knowledge not only helps teachers troubleshoot common issues but also enables them to guide students in becoming proficient digital learners. A fundamental aspect of this is understanding file formats – introduce students to common formats, explain the purposes of each and when to use each one. This knowledge is crucial for students to effectively create, share, and access digital content moving forward. It’s worth exploring the concept of cloud storage and file sharing too, explaining how platforms like Google Drive or Microsoft OneDrive can facilitate collaboration and provide access to files across different devices. This understanding helps students keep their digital work organised and easily accessible. Lastly, teachers need to equip students with basic troubleshooting skills for common technical issues, such as how to clear browser caches, update software, and perform basic device maintenance. These problem-solving skills guide students through the process of identifying issues, researching solutions, and applying fixes for themselves, which aids confidence in using technology and fosters greater independence. Choosing the right digital tools When selecting tools, educators must consider not only the learning objectives and curriculum standards but also issues of equity and access among their student population. Look for tools that align with your teaching strategies and can enhance student engagement and understanding, but also consider the accessibility features of potential tools. For example, you will want to incorporate platforms that offer text-to-speech capabilities, closed captioning, and adjustable font sizes to accommodate students with diverse learning needs. When evaluating digital resources, also consider the learning curve associated with each tool. While some advanced platforms might offer impressive features, they may be too complex for students to navigate effectively, potentially exacerbating existing digital divides. User-friendly interfaces that allow students to focus on content rather than struggling with the technology itself are a better choice. If possible, facilities should prioritise high-quality, free or low-cost options to avoid creating financial barriers to participation. By carefully considering these factors, educators can choose digital tools that not only meet their instructional needs but also promote equitable inclusivity in the digital learning environment. Managing student use and avoiding distractions Managing the use of digital tools is an important aspect of effective digital learning. Students often struggle with maintaining focus, so it’s essential for educators to implement strategies that promote responsible device usage. Start by establishing clear guidelines for when and how devices should be used in the classroom – one way to achieve this is to implement a system of visual cues or signals that indicate when devices should be active, face-down, or put away entirely. Implementing screen time limits and scheduled breaks is another effective strategy. Extended periods of screen time can lead to fatigue and reduced productivity, so incorporate regular breaks where students can rest their eyes and engage in non-digital activities. Additionally, consider using monitoring software or productivity tools that allow you to oversee student activity on devices. While it’s important to balance monitoring with trust and privacy concerns, these tools can be valuable in ensuring students stay on task and use technology appropriately. Teaching digital citizenship and responsible online behaviour is fundamental to managing student use of technology. Incorporate lessons on internet safety, ethical online conduct, the responsible use of AI, and critical evaluation of digital content into your curriculum, to help students understand the potential consequences of their digital actions and the importance of maintaining a positive digital footprint. Embracing flexibility and progress in digital learning The journey toward effective digital learning is ongoing, and it’s important for educators to remain flexible and open to new ideas and technologies as they appear. As you implement these strategies, remember that what works best will vary depending on your specific context, your students’ needs, and their learning objectives, so it’s critical to be prepared to iterate and refine your approach based on feedback and observed outcomes. Remember, the goal is not perfection, but progress. Each step taken towards more effective digital learning is a step towards better preparing our students for their future. The ultimate aim, as always, is to provide the best possible education for your students in our rapidly evolving digital world.
Future Trends in Education: Preparing for Tomorrow’s Classroom
Education is on the brink of a significant transformation, driven by rapid technological advancements and changing societal needs. The future classroom will be vastly different from the traditional setup that many of us are familiar with. As educators, students, and policymakers adapt to these changes, it’s essential to explore the trends that will shape the learning environments of tomorrow. Understanding these trends will not only help in preparing students for future challenges but also ensure that they are equipped with the necessary skills to thrive in an increasingly complex world. Embracing Technology in the Classroom One of the most profound shifts in education is the integration of technology within the classroom. The advent of digital learning tools and platforms has revolutionised the way students engage with their studies. In fact, a staggering 80% of students have reported that digital learning technology has directly improved their grades. This significant percentage underscores the pivotal role technology plays in enhancing educational outcomes. Moreover, the financial aspect of educational technology is equally compelling. The global educational technology market is projected to grow to an impressive $377.85 billion by 2028. This growth reflects a broad acceptance and adoption of technology in educational institutions worldwide, from primary schools to universities. Educators are harnessing the power of interactive software, virtual reality (VR), and augmented reality (AR) to create immersive learning experiences. These tools not only make learning more engaging but also cater to different learning styles, ensuring that all students can benefit from the educational material. For instance, VR can take students on virtual field trips to historical sites, while AR can bring complex scientific concepts to life in the classroom. The Rise of Personalised Learning Personalised learning is another trend that is reshaping education. This approach tailors educational experiences to meet the individual needs, strengths, and interests of each student. By leveraging data and analytics, educators can provide customised learning pathways that ensure every student reaches their full potential. In this context, resources like IGCSE past papers and IGCSE revision notes become invaluable. They offer students the ability to practice and review material at their own pace, ensuring they fully grasp the content before moving on. Moreover, IGCSE resources provide a wealth of information that can be tailored to fit the specific needs of each student, making personalised learning more accessible and effective. The importance of using a variety of IGCSE exam questions and IGCSE papers cannot be overstated. These tools allow students to familiarise themselves with the format and style of the exams, reducing anxiety and improving performance. Personalised learning also extends beyond academics, fostering a holistic development that includes critical thinking, problem-solving, and interpersonal skills. Importance of STEM Education Science, Technology, Engineering, and Mathematics (STEM) education is critical in preparing students for the future workforce. As the demand for STEM professionals continues to grow, it is essential that students are equipped with the necessary skills and knowledge to excel in these fields. STEM education promotes problem-solving, critical thinking, and creativity, all of which are essential for success in today’s rapidly changing world. Programs that integrate STEM learning from an early age are becoming increasingly popular. These initiatives often include hands-on projects, coding classes, and robotics competitions, which make learning both fun and practical. By engaging students in STEM activities, educators can ignite a passion for these subjects and inspire the next generation of innovators and leaders. Remote Learning: A New Norm The COVID-19 pandemic has drastically altered the educational landscape, with remote learning becoming a new norm for many students and educators. Before the pandemic, 23% of school systems had plans to adopt supplemental online courses. This number has since risen to 28%, highlighting a shift towards integrating online learning as a permanent fixture in education. Remote learning offers several advantages, including flexibility and accessibility. As noted by educations.com “Online education enables the teacher and the student to set their own learning pace, and there’s the added flexibility of setting a schedule that fits everyone’s agenda.” This flexibility is particularly beneficial for students with varying learning needs and those who require a more adaptable schedule due to extracurricular commitments or personal circumstances. Despite its benefits, remote learning also presents challenges, such as ensuring equitable access to technology and maintaining student engagement. Addressing these issues is crucial for the successful implementation of remote learning on a broader scale. Integrating AI in Education Artificial Intelligence (AI) is making significant strides in various sectors, and education is no exception. AI has the potential to transform teaching and learning by providing personalised educational experiences, automating administrative tasks, and offering real-time feedback. Dan Schwartz, dean of Stanford Graduate School of Education, aptly puts it, “Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching.” AI-driven tools can analyse student performance data to identify areas where they may need additional support, thereby allowing teachers to tailor their instruction more effectively. AI can also help in creating intelligent tutoring systems that provide students with immediate feedback and personalised recommendations. These systems can adapt to each student’s learning style and pace, ensuring a more individualised learning experience. Furthermore, AI can assist in administrative tasks such as grading and scheduling, allowing teachers to focus more on instruction and student interaction. Preparing Students for Future Careers As the job market evolves, it is essential to prepare students for the careers of the future. This involves not only providing them with the technical skills required for specific jobs but also fostering soft skills such as communication, collaboration, and adaptability. These skills are increasingly important in a world where many traditional jobs are being automated or transformed by technology. Career education programs that offer real-world experiences, such as internships and apprenticeships, are invaluable in helping students understand the demands of the workplace. These programs provide students with practical skills and insights that are directly applicable to their future careers. Moreover, global collaboration and exchange programs can broaden students’ perspectives
Rebuilding RAAC schools with energy efficiency in mind
With most school buildings having a typical lifespan of about 80 years, opportunities to build schools with a responsible design from the outset – rather than retrofitting – are few and far between. The Government’s recent announcement that 119 schools in England need to be rebuilt due to the reinforced autoclave aerated concrete (RAAC) crisis presents us with one of these rare opportunities. While retrofitting is a brilliant solution for the vast majority of schools, there’s no substitute for buildings that have been designed with energy efficiency firmly in mind. It’s no secret that schools across the country are facing rocketing energy bills. Figures from the Department for Education show that, in England, local authority-maintained schools spent 61% more on energy in the year 2022-23 than the previous year. And the quality of school building stock is also poor when it comes to energy performance, with one fifth of all school buildings in England possessing an Energy Performance Certificate of E, F or G – the lowest ratings it’s possible to achieve. Little wonder, then, that net-zero consultancy The Carbon Trust has estimated that UK schools could reduce their energy costs by around £44m each year. While there’s a whole host of interior upgrades that can be made, from installing more efficient LED lighting and heating and ventilation systems, the shell of school buildings themselves should be made to work as hard as possible. READ MORE: QA EDUCATION NEWS At Project Solar, we believe it would be a glaring oversight, for example, if renewable energy sources were not an integral part of all 119 school rebuilds. Solar panels are such an obvious and logical place to start when it comes to reducing dependence on grid electricity. Research from property consultancy Barker suggests that schools can generate approximately 25% of their electricity from on-site solar PV systemsalone. Evidence shows that where schools have already installed solar panels, they’re quickly reaping the benefits, both financially and environmentally. Hammersmith Academy in Shepherds Bush, for example, installed over 400 solar panels last summer and is on track to cut its electricity bills by 20% in the first year post-installation. At the same time, the Academy is saving 32 tonnes of CO2 from being released into the atmosphere, which is the equivalent to approximately 1,500 trees being planted. And solar panels are not just a money-saving measure for schools, but potentially a money-making one too. Exporting renewable energy that they haven’t used back to the grid could generate a steady income stream for schools. So, I would urge us not to be short-sighted when rebuilding our schools, and to recognise the long-term benefits that renewables adoption can bring. The recent announcement of new funding pots could help those 119 RAAC schools to finance that, as well as opening up retrofitting opportunities for existing school buildings. Last week the Government announced £530 million of funding for low carbon heating and energy savings for schools, hospital and other public buildings. Tapping into funding via the Public Sector Decarbonisation Scheme should be high on the priority list for all schools. By getting it right with these 119 RAAC rebuilds, we can have 119 examples of best practise when it comes to energy efficiency that future school rebuilds can be modelled on. Ultimately the transition to net-zero will require the entire school real estate portfolio in the UK to upgrade, but the RAAC rebuilds are a great place to really build momentum on the isolated pockets of schools dotted around the country that already have solar panels. By Simon Peat – CEO of Project Solar, the UK’s largest solar panel installer
The Future Of Digital GCSE Exams In Our Schools
Last autumn, England’s largest examination board for GCSE exams, AQA, revealed its intention for pupils to sit their GCSE exams partly digitally in at least one major subject by 2030. By Adam Speight, acting Assistant Headteacher and content creator for Access Education. The announcement, intended to ‘allow young people to use their digital skills’, set the wheels in motion for a series of developments which leave little doubt that digital assessment will become a key part of our education system. Just a few months ago, AQA subsequently launched a free digital maths test to help teachers work out why some students are struggling with the subject. Aimed at Key Stage 3 students and those preparing for a maths GCSE resit, the on-screen test reacts to the answers a student gives, powered by ‘adaptive technology’. Similar tests, which assess and help improve students’ knowledge through instantaneous, automated feedback, are already being used in schools up and down the country. They provide early insight into the impact of widespread digital test adoption – and, crucially, what lessons can be learnt from the results. Data-driven insights Earlier this year, data from over 80,000 GCSE students, who collectively answered over 6 million questions through digital assessments, formed the basis of GCSEPod’s Knowledge and Confidence Gap Analysis Report 2023/24. It helped to pinpoint the exact areas where students currently struggle across a range of subjects, including Maths, English and Science. Recalling and correctly applying formulae (66.7% incorrect attempts) and dividing fractions (62.9% incorrect attempts) were revealed as the areas of foundational knowledge students struggled with in Maths, following news that pass rates have fallen for GCSE maths resits this year. Meanwhile, in English Language, students have faced difficulty understanding how to use apostrophes and quotation marks (69.1% incorrect attempts), with basic punctuation an area of low confidence nationwide. In Combined Science, the commonality of errors relating to equations and data could mean that inadequate understanding of mathematical skills and process may be affecting both confidence and attainment. Overcoming areas of difficulty Through understanding where students’ knowledge is lacking and misconceptions are frequent, teachers can focus their efforts in these areas, implementing easy solutions such as recapping lessons or undertaking targeted revision sessions. While many teachers gain this understanding through traditional pen and paper marking methods, digital tests can help predict what areas a cohort will struggle with before they do, based on the vast amount of data from the year before. Digital tests also help to alleviate teacher workload here – a clear advantage when teaching commitments and administrative tasks often leave very little time for lesson planning. And, as the teacher recruitment and retention crisis shows no signs of subsiding and increasing numbers of schools have to use non-specialist teachers, digital tests can assist in alleviating shortcomings in teacher knowledge. Structured feedback helps provide both learners and teachers with additional support. It can be a challenge to pry digitally-savvy students away from their phones, but digital tests are also an effective way of helping to ‘meet students where they are’, not to mention more inclusive. They help those who can type faster than they can write, while alleviating the need to worry about how your writing looks. For those, like myself, who are dyslexic, this is particularly helpful. From the classroom to the exam hall Though digital exams remain a vision of the near future, it’s clear there is an appetite building. A 2022 TeacherTapp survey of nearly 4000 secondary teachers, found that 75% of teachers believed that on-screen assessment would be a good thing, if challenges such as access to technology are addressed effectively. With such concerns valid, a clear way forward is to focus on incorporating digital tests into everyday learning now, familiarising students with best practice and introducing the correct infrastructure into classrooms. Digital exams will likely never fully replace traditional written examination, with a hybrid approach keeping in place the benefits of both. The positive impact of this is being seen in our schools already and with technology only advancing, it’s an exciting area to watch. To find out more about GCSEPod’s Knowledge Gap report, visit https://www.theaccessgroup.com/en-gb/education/resources/where-in-england-has-the-biggest-gcse-knowledge-gap/
How to turn the page on lingering learning gaps
Schools have found creative ways to deliver catch up teaching says Louise Pink, former school leader and Customer Optimisation Manager at SIMS from ParentPay Group. The conversation in school corridors and staff rooms may have moved on from the experience of teaching through a global pandemic four years on. But in classrooms, the legacy remains. Some of the more recent data available comes from a survey of 500 school leaders, who were asked about the status of teaching and learning in their schools as part of the Generation Catch-Up Report. The result was almost universal agreement that pupils’ learning is yet to recover from the disruption of Covid. A staggering 96% felt that learning gaps were continuing to have an impact on pupil achievement – and nearly two thirds (61%) described the impact as major. One in 10 schools reported learning loss of between one and two years, which is why work continues in many schools to close the gaps. Who is most affected? Primary school leaders were most concerned about their Year 4s. These are the children who were in Year 3 at the time of the survey. In secondary schools, the picture was more mixed. Year 10s were highlighted as the year group most affected by learning gaps. These were the students in Year 9 at the time of the survey and preparing for GCSEs. Some of the issues raised by senior leaders include Year 7s starting school with low literacy levels. In older year groups, they raised the point that students were feeling unprepared for their exams. The ripples of Covid appear to have left no child untouched. However, there have been positive developments in recent years too. Despite being under intense pressure, school leaders and teachers have been taking action to close learning gaps and help children get back on track. Taking action on literacy Additional training and CPD opportunities provided to teachers help to ensure catch-up programmes for literacy, reading and writing get results. In St Thomas More Catholic Primary, the English lead was working towards the National Professional Qualification in Leading Literacy (NPQLL) when the report was published. There’s been a drive to incorporate reading and writing activities across subject areas too, which is helping children build literacy skills more quickly, as Donna Faley, headteacher, explains. “We have embedded writing across the curriculum which gives children opportunities to write at length in subjects like geography, history and RE. Producing longer, high quality writing has really helped with children’s writing stamina.” Beacon Academy had identified children who were three or four years behind on reading age. “We looked at our assessment data and identified the weakest pupils in history and geography and spotted they also had the lowest scores in reading tests,” says Peter Hall, the school’s assistant headteacher. “This enabled us to focus on those who needed the most support and monitor the interventions we put in place for them.” The school also employed reading intervention tutors to find out exactly where students’ stumbling blocks are on a one-to-one basis as each child had different difficulties. This has helped to address reading gaps. Supporting whole cohorts The size of pandemic related learning loss has called for a much broader approach in many schools. In primary schools, key skills have been identified that entire classes need help with. Adapting lesson plans to embed the development of these skills in day-to-day lessons has helped to tackle the shortfall at scale. Senior leaders in secondary schools reported students in the younger year groups had lost confidence working on their own. Many schools have therefore concentrated their efforts on providing more individual attention. “Teachers are adapting tasks into shorter chunks to help children learn more independently, and they are allocating more time in the lesson to explain new concepts,” says Ieuan Price, director of digital learning at St Illtyd’s Catholic High School. Freeing up time for teachers Finding time in the school day to deliver good quality catch-up provision has been a challenge for many schools. Encouraging attendance at after school catch-up clubs hasn’t always been easy, so online tuition sessions have offered an effective alternative to supplement in-school learning. Some secondary schools have made better use of the time available in the school day to offer focused catch-up in core subjects too, providing additional support to those students who need it. “Using tutor time for additional maths tuition has had a positive impact, and students really appreciate a teacher caring about them and taking time to focus on their progress,” adds Peter Hall from Beacon Academy. The ingenuity and resourcefulness showcased by schools throughout the pandemic to continue to deliver teaching and learning is still apparent today. And it will influence education for generations to come. READ MORE QA EDUCATION FEATURES
Using AI to support teaching and learning in Alternative Provision settings
Fleur Sexton, Deputy Lieutenant West Midlands and CEO of dynamic training provider, PET-Xi, with a reputation for success with the hardest to reach, discusses harnessing the power of AI to support teaching and re-engaging learners in alternative provision (AP) settings According to Government statistics, in the last school year the permanent exclusion rate (as a proportion of the overall school population) for pupils eligible for free school meals (FSM) was approximately four times greater, at 16.02, than those not eligible at 4.26. Suspension rates for pupils with an education, health and care plan (EHC) was 17.63, those with special educational needs (SEN) support but no EHC plan was 18.59 and those without SEN was 4.59. Permanent exclusions followed the trend, with those with EHC plans at 0.13, those with SEN and no EHC plan at 0.25, followed by those with no SEN at 0.05. The rates may look relatively small, but they equate to 6,495 permanently excluded children, and 578,280 suspensions. For all these suspended, temporarily or permanently excluded pupils, alternative provision (AP) becomes the ‘last stop’ to provide them with an education and improved life chances. Can AI open up opportunities and provide a pathway towards educational and social equity for these disadvantaged young people? There are over 160,000 autistic pupils in schools across England. 70% are in mainstream school, with the remaining in specialist education, home educated or alarmingly – out of education altogether. ‘Persistent disruptive behaviour’ – the most commonly cited reason for temporary or permanent exclusion from mainstream education – often results from unmet or undiagnosed SEN or social, emotional and mental health (SEMH) needs. These pupils find themselves unable to cope in a mainstream environment, which impacts their mental health and personal wellbeing, and their abilities to engage in a positive way with the curriculum and the challenges of school routine. A multitude of factors all adding to their feelings of frustration and failure.According to the SEND and AP improvement plan, (March 2023) ‘…82% of children and young people in state-place funded alternative provision have identified special educational needs (SEN) 2, and it (AP) is increasingly being used to supplement local SEND systems…’ Children excluded from school face a bleak future, with just 4% achieving a pass in English and maths GCSEs, and 50% becoming NEET post-16. Exclusion is often referred to as ‘the pipeline to prison’, and the statistics support that: 42% of prisoners were expelled or permanently excluded from school, 59% truanted, and around 47% of those entering prison had no school qualifications. Currently AP is in crisis. Some excluded pupils on waiting lists for a placement have online lessons or tutors, others are simply not being educated. Oversubscribed AP settings lead to increased class sizes and reduced teacher:pupil ratios, so they no longer receive the levels of additional support they need. Other unregulated settings provide questionable educational advantage to those who attend. AI can help redress the balance, and provide part of the solution. Those attending AP, often have well ingrained negative associations with learning. The first barrier is to find ways to re-engage them. To do this the content must be meaningful to them, it must connect to the real world and reflect their own experiences. A persuasive essay about school uniforms, may fire the debate for a successful learner, but it is probably not going to be a hot topic for a child struggling with a chaotic or dysfunctional home life. If that child is dealing with high levels of adversity – being a carer for a relative, keeping the household going, dealing with pressure to join local gangs, being coerced into couriering drugs and weapons around the neighbourhood – school uniform does not hold sway. It has little to do with their life. Asking the group about the subjects they feel strongly about, or responding to local news stories from their neighbourhoods, and using these to create tasks, will provide a more enticing hook to pique their interest. After all, in many situations, the subject of a task is just the ‘hanger’ for the skills they need to learn – in this case, the elements of creating a persuasive piece, communicating perspectives and points of view. Using AI, teachers have the capacity to provide this individualised content and personalised instruction and feedback. Supporting learners by addressing their needs and ‘scaffolding’ their learning through adaptive teaching. AI can be a ‘third’ teacher in the room, alongside the class teacher and assistant. For example, if a learner is having difficulty grasping a concept – especially an abstract one, the AI tutor can produce several relevant analogies to help explain it. AI can also be used to develop interactive learning modules, so the learner has more control and more of a sense of ownership over their learning. This is by no means a replacement for teachers or teaching assistants. AI is purely an additional support, that, coupled with approaches that promote engagement with learning, can support these disadvantaged and often vulnerable children and young people, enabling them to access ‘a world-class education that allows them to reach their potential and live a fulfilled life, regardless of their background.’ (DfE) Fleur Sexton, CEO PET-Xi www.pet-xi.co.uk. Read more QA Education features
Schools stalling on sustainability despite it being ‘a top priority’
Amidst ongoing challenges, research from school transport specialist Kura reveals that sustainability is taking a backseat for school leaders, highlighting a disconnect between targets and action. Despite carbon footprint reduction being a top priority for 42% of school leaders, there is little action being taken, particularly when it comes to the carbon-emitting school run. Just 9% plan to invest in buying or leasing new electric vehicles this year, 7% in car share initiatives and 27% in cycling and walking schemes. Research also highlights concerns regarding levels of traffic and pollution around the school gates. Unicef’s Toxic School Run report found that children are disproportionately exposed to higher doses of pollution during the school run and research by Admiral revealed that, during term time, there are 68% more accidents occurring during morning school run hours. Encouragingly, 66% of school leaders agree that levels of pollution and congestion at peak hours need to be cut and 62% believe that the number of parents driving children to school should be reduced. When asked about the future of the school run, 34% of school leaders said they expect to see more electric vehicles, 27% think there will be more shared transport (coach and minibuses) and nearly half (43%) believe walking and cycling infrastructure will be developed. However, of the 250 school leaders surveyed, just 34% say that their school is part of a scheme to reduce traffic. Whilst schemes such as School Streets are growing in popularity, with over 300 educational establishments introducing them in the UK, it’s clear that the majority of schools still have action to take to reduce congestion around the school gates. The research also found that just 28% of the schools surveyed currently provide a home to school service and only 6% have invested in improving school transport in the last year. When one 49-seater school coach can take as many as 31 cars of the road*, provision of school transport can be key to schools’ sustainability efforts. Commenting on the findings, Godfrey Ryan, CEO of Kura, said: “Schools are undoubtably under pressure to make budgets stretch further and shifting priorities are leading to a stall in action when it comes to sustainability. “However, our research highlights a disconnect between what school leaders expect to see and what they’re investing in. For example, 34% believe that there will be more electric vehicles for school transport in the next three years, but just 9% intend to invest in this area. “With the government expected to introduce sustainability targets for schools from 2025 and research revealing worrying levels of pollution around the school gates, school leaders can’t afford to put the brakes on reducing emissions. “To help tackle the issue, schools can invest in school transport, car share schemes and initiatives to reduce traffic at peak pick up and drop off times. A quarter of rush hour traffic can be attributed to the school run and this can be significantly reduced with the right measures in place. “Transport technology also has a role to play. For example, route optimisation means that drivers can take the most efficient route to pick up students, shortening the school journey and reducing emissions. “It’s no longer just a sustainability issue. Whilst schools have a vital role to play in reducing emissions, high levels of traffic and pollution also pose a significant safeguarding risk to students and the local community. As a result, schools must get on board with the school run revolution.”
Tadpole Press launches editorial services in the UK
An award winning American author is offering her editing and coaching skills to aspiring writers and editorial professionals in the UK. Amber Byers, whose book ‘Sophie and Spot’ won a Gold Medal for Best First Book at the Moonbeam Children’s Book Awards in 2019, is the founder and CEO of Tadpole Press. Amber delights in helping writers reignite their passion for writing so they can create the story that’s burning inside of them. She offers a range of editorial services from her home in Colorado, USA. Tadpole Press services are: Developmental Editing Providing professional guidance developing big picture themes such as content, character development, and plot; suggesting places to clarify the writing, improve the structure, and deepen the story. We work with you to create the story that you want to write. We tailor our suggestions to meet your goals, so that your voice comes through clearly and powerfully. Diversity Editing Providing professional guidance in recognizing stereotypes; analyzing characters, themes, and ideas in light of gender, race, and body type; assisting in creating an accurate portrayal according to your specific goals. We recognize that writing is powerful and choosing the right words is crucial. We help you become the change you want to see in the world. Academic Editing Assisting with the organization of academic content; clarifying your analysis; suggesting places to improve grammar and concise expression of ideas; editing thesis or dissertation in accordance with educational and ethical requirements. Our founder and CEO, Amber Byers, has written and perfected many papers throughout her academic career. She received the highest grade in her class on her legal writing exam. Writing Coaching Providing gentle encouragement and professional guidance to reignite your passion for writing; assisting with overcoming writing blocks; understanding your unique voice in order to motivate you to tell the story that inspires you; providing accountability to meet your writing goals. We meet you where you are—wherever you are in your writing journey—and work with you to identify and overcome the obstacles standing in your way. Contact: https://www.tadpolepress.com/contact
Health Anxieties in Children – How to Spot Early Signs
By Kate Sheppard As human beings, it is normal for us to feel an amount of anxiety. This is also true for children. Many children are afraid of the dark or nervous about meeting new people and making new friends. This is normal. However, sometimes, what begins as normal anxiety levels in children can increase into something more substantial. Pupils in any year group can develop anxiety disorder. What you need to know is how to spot the early signs. In this article, we will be discussing health anxieties in pupils and how you can spot the early signs of this condition so that you can take the appropriate next steps. What is Health Anxiety? Health anxiety is a specific form of anxiety where a person becomes obsessively, and often unnecessarily, worried about their health. Health anxiety is more commonly known by the term ‘hypochondria’ and is a prevalent anxiety condition in both children and adults that has a significant impact on the individual’s quality of life. What Causes Health Anxieties in Pupils? Anxiety, like most mental health conditions, does not have the same cause for everyone. What causes one pupil to develop health anxiety, may not cause it for another. There are different causes of anxiety and some are more obvious than others. As educators it’s vital to identify some of the most common causes of health anxieties in pupils. These are usually the result of: Common Symptoms of Anxiety in Pupils Just like adults do, children exhibit symptoms of anxiety in very different ways. However, if you suspect a pupil of yours is struggling with anxiety, below is a list of common symptoms to be aware of: How to Spot the Early Signs of Health Anxiety in Pupils As we have already discussed, health anxiety is a specific form of anxiety that focuses predominantly on an individual’s health or perceived lack thereof. Health anxieties in pupils can be worrisome as they can have a significant impact on a child’s normal development and functioning. Therefore, many teachers are keen to spot the early signs of the condition so they can take the necessary steps to provide support. Below we share how as teachers we can spot the early signs of health anxiety in pupils. If you notice a pupil is often exaggerating the severity of minor health conditions – for example, assuming a headache is the sign of a brain tumour – this is often a telling sign they are struggling with health anxiety. Another common sign of health anxiety is frequently asking to go to the school nurse. Children suffering from health anxiety want to see the nurse as often as they can, either to report new conditions they are worried about or to seek reassurance. However, the flip side to this is that some children with health anxiety do not find any reassurance from the nurse and instead assume their diagnosis – or even their test results – are incorrect. Children with health anxieties tend to become so preoccupied with the state of their health, or lack thereof, that they struggle to function well during class. Signs that a pupil of yours may be struggling to function will be specific to them, however may include things such as difficulty concentrating, lack of energy, little to no appetite, no interest in activities they previously enjoyed, and difficulty enjoying themselves. Children that obsessively check their bodies for signs of illness tend to be showing signs of health anxiety. A child in your class could be doing this because someone close to them has died from a specific illness or injury. Alternatively, they could be obsessively checking because they’re worried about developing a medical illness that runs in their family. Whatever the cause, repeatedly checking the body for signs of illness is a typical sign of health anxiety in children. Next Steps: Seek Professional Help If you have noticed that a pupil of yours is showing signs of health anxiety and you are concerned, it is important to reach out to the child’s parent to discuss your observations and concerns. Rest assured that spotting the signs early can go a long way towards affecting a positive outcome for your pupils. Final Words We hope this article will help you spot the early signs of health anxiety in your pupils so that you can take the appropriate next steps. According to The New York Times, “opening a dialogue with children about how they are feeling and listening without judgement are critical.” Be encouraged that health anxiety is a treatable condition and there is plenty of support available, should your child need it.