More chores for girls in the UK means less time to schoolwork
Covid-19 is having a disproportionate impact on girls in Britain, with many taking on additional household chores such as cooking and cleaning, leaving them less time to do their schoolwork, according to a new survey. Two-thirds (66%) of girls and women aged between 14 and 24 say they are spending more time cooking for their families because of the pandemic, compared with just under a third (31%) of boys in the same age group. They are also spending more time doing stereotypical household chores such as doing the shopping (52%), cleaning (69%) and looking after sick relatives, the research by global children’s charity Theirworld found. Ahead of International Women’s Day on March 8, the findings suggest that while the disruption to education over the past year is affecting all school children in the UK, the impact on girls is greater than on boys. The findings will renew calls for governments to put education, especially for girls, at the heart of their responses to the pandemic, amid fears that Covid-19 will undo decades of progress for girls and women. The research also suggested that it is not just girls’ academic performance which is at risk. One in five girls said that not attending schools was also having a negative impact on their mental health. Globally, before Covid-19, 132 million girls around the world were not in school, including 34 million of primary age. The pandemic has worsened the global education crisis and exacerbated inequalities, with 1.5 billion children – including 767 million girls – out of education at the peak of school closures. There are fears that without urgent action, 11 million girls will never return to school, which will have huge consequences for wider societies. Research shows that girls’ education is the driver of healthier, wealthier and more equitable societies. A child whose mother can read is 50% more likely to live past the age of five and twice as likely to attend school themselves. With just one additional year of schooling, a woman’s earnings can increase by 12%. Justin van Fleet, the President of Theirworld, said: “These findings are alarming because they show that in rich and poor countries alike, even when huge strides have been made in relation to gender equality, girls risk falling behind as a result of the pandemic. This will have devastating consequences not just for girls but for everyone because the knock-on benefits of girls’ education are huge. “As we emerge from the depths of the crisis, we must renew our commitment to education, particularly for girls, and remember that there is no better way of creating a more equitable recovery, and subsequently more equal societies, than prioritising girls’ education.” Sarah Brown, the Chair of Theirworld, said: “There are reports that women’s equality could be pushed back by up to 10 years by the pandemic and this is a stark reminder that the fight for gender equality is ongoing. The findings from this study show that when girls are locked out of school they can easily become trapped in traditional household roles which can put their education in jeopardy. “The unprecedented crisis of the pandemic brings the opportunity to focus minds on reimagining education for every girl and boy, and the innovative steps needed to reach every single one of the UN Sustainable Development Goals, which include providing a quality education to every child and achieving gender equality. “In our view, quality education, especially for girls, provides the key to every other goal – a new educated global population will better serve the challenges of climate, nutrition and health everywhere.” In 2021, Theirworld is calling on world leaders to maintain and expand education budgets, ensuring that education is at the heart of the recovery from the pandemic. Ahead of the G7 meeting of world leaders in June, Theirworld is calling for education to be at the heart of the Covid-19 response to ensure that no child is left behind and becomes a long-term victim of the pandemic.
Stronger Than Hate: Anti-Hate Challenge for UK Secondary Schools
A powerful challenge which empowers children to tackle hate within their communities and take action for a better future is being launched to UK secondary schools. Created by University of Southern California (USC) Shoah Foundation, in partnership with Discovery Education, the Stronger Than Hate Challenge invites pupils to use their creativity to bring communities closer together. Students aged 13-18 are being asked to submit a project showing why united communities are stronger. This can take the form of a video, poem, song, blog or piece of art – and a first prize of £5000 plus iPads is on offer. The Stronger Than Hate Challenge demonstrates the power of learning from the past and using your own voice to counter hate. The Challenge is presented by the USC Shoah Foundation Institute for Visual History and Education and Discovery Education – the global leader in curriculum-aligned digital resources, engaging content and professional learning for primary and secondary classrooms. Founded after the making of Steven Spielberg’s film Schindler’s List, USC Shoah Foundation collects audio visual testimonies from survivors and witnesses of genocides around the world, preserving their stories for future generations. Pupils taking part in the Stronger Than Hate Challenge can listen to these stories and be inspired to produce a piece of work which reflects the power of testimony to tackle hate. Already a high-profile challenge in the US and Canada, Stronger Than Hate is being launched in the UK along with special classroom resources to help teachers and pupils recognise and counter hate and discrimination. Freely available at TeachingWithTestimony.com/uk-challenge, these expert resources and videos will empower students to employ empathy, build critical-thinking skills and become inspired to create a brighter future after listening to first-hand accounts from survivors and witnesses of genocide. Discovery Education has also collaborated with USC Shoah Foundation to produce special age-appropriate resources for younger children in the UK. These are available to primary schools through Discovery Education Espresso – an award-winning, cross curricular digital learning service for teachers and pupils supporting the delivery of the National Curriculum and the successful integration of digital media into teaching and learning. Lesly Culp, USC Shoah Foundation’s Head of Programs for Education said: “The Stronger Than Hate Challenge empowers youth voices by connecting students with the impact of testimony in overcoming hate. In continued partnership with Discovery Education, we are helping inspire new ideas and spark student imagination to foster a more just and equitable society.” Lori McFarling, President of Corporate and Community Partnerships at Discovery Education said: “The resources from Teaching with Testimony, including the Stronger Than Hate Challenge, exemplify the impact of connecting students to social and emotional learning as a catalyst for change. We commend USC Shoah Foundation for their continued leadership in fostering inclusivity and are proud to join forces in igniting student curiosity through the power of testimony.” The Stronger Than Hate Challenge UK winners will be announced in August 2021. First prize is a £5,000 grant, awarded to the winning school to help teachers implement positive change. £1,000 and £500 grants will be similarly presented to the second and third place schools. iPads are also on offer for up to four pupils on the winning team. Schools should visit teachingwithtestimony.com/challenge-uk to enter. For more information about Discovery Education’s digital content and professional development services, visit discoveryeducation.co.uk.
One-in-Four Parents Say Poor Quality Internet Connection Negatively Impacts School Pupils’ Education
New data from YouGov Research, commissioned by Huawei UK, reveals millions of children across the UK are being held back in the virtual classroom, exposing a nationwide digital divide felt by families. The research shows one in four UK parents (24 percent) believe their children are struggling to complete lessons and schoolwork because of poor quality internet connections. More than half (54 percent) of parents surveyed say they have had to invest money in technology to support their children in learning at home, while one-in-ten (12 percent) has been forced to spend more than £500 since the first national lockdown. The YouGov survey reveals that many households across the country are resorting to tactics such as switching off video during calls, tethering to a mobile connection or restricting internet access in the hope of securing a stable connection. The survey of 4,000 UK adults also found that 86 percent of respondents believe that poor quality internet connections will have a negative impact on educational attainment, while 88 percent also said that having a reliable connection is important to the overall wellbeing of children during lockdown. The polling comes as Huawei donates 250 Huawei Pupil Packs with a value of over £60,000 to help pupils most in need and to help break down the barriers in remote education. The Huawei Pupil Packs – which contain a Huawei MatePad T3 10 tablet, a Huawei 4G B311 Wireless Router and a sim card pre-loaded with data, courtesy of Three UK – are being donated to pupils at schools identified by the Greater Manchester Tech Fund as those which would benefit most from new hardware. The packs will ensure pupils have both the hardware and connectivity required for remote learning. Each of these schools are receiving 50 Huawei Pupil Packs: Longdendale High School in Hyde Sharples School in Bolton The Derby High School in Bury Burnage Academy for Boys in Manchester Byrchall High School in Wigan Karl Harrison, Head, Burnage Academy for Boys said: “We serve communities in the most deprived areas of the inner city and some of our parents do not have the means to be able to provide the devices needed at present for their children. The fantastic generosity of Huawei will make an enormous difference to so many of our families and give our boys the opportunity to access remote learning in the pandemic. This is truly humbling in the most challenging of times and we offer our most sincere and heartfelt thanks.” Diane Modahl, Lead, Greater Manchester Tech Fund said: “In Greater Manchester, we believe that our young people deserve every chance to fulfil their potential. We set up the Greater Manchester Tech Fund to support our most vulnerable young people to prevent them being marginalised and at a disadvantage from their peers. I’d like to say a huge thank you to everyone at Huawei, for their generous donation to the GM Tech Fund. Huawei’s donation will help digitally-excluded young people with the technology and connectivity needed to continue their learning at home while schools and colleges remain closed. ” Victor Zhang, Vice President, Huawei said: “The shift to remote education has been challenging for all families, but it has been especially difficult for those pupils who don’t have the means to participate in video lessons or interact with other children. No pupils should be left behind, but we all know of school children who, through no fault of their own, are facing barriers to the education they should be receiving. “Huawei remains committed to improving connectivity across the UK, as we have been for the last 20 years. We are eager to help during the pandemic and so we are really pleased to be donating 250 Huawei Pupil Packs to schools in Greater Manchester, with the support of our partners at Three UK. We hope this donation goes some way to breaking down those barriers and helping school children continue their education at this uniquely challenging time.”
Home-schooling leads to a new found appreciation for teachers
5% of parents now considering a career in education Suggested areas of improvement for streamlining home-schooling by parents revealed After taking on part of the responsibility for educating their child, almost half (49%) of parents stated that they’re significantly more appreciative of work that teachers do and cited Maths (31%) and Sciences (26%) as the hardest subjects to teach, according to research* has revealed. As we enter what parents hope to be the final stretch of home-schooling before pupils return to school, parents have also highlighted that more virtual contact time between teachers and children (31%) and lesson plans received further in advance (26%) and in more detail (24%) as the main areas that would provide them with more assistance. Despite this, 5% of parents have said they are now considering a career in education because of their experience home-schooling. High Speed Training’s research, which involved polling 2,000 parents nationwide, revealed that children interested in the arts were shown to be the ones missing out on the most support whilst not in a school setting, with almost half (46%) of parents admitting that they haven’t taught their children drama, followed by music at 36%. According to the findings, women were taking on the majority of the responsibility for home-schooling, with 90% of females admitting that they were the only ones in the household helping to educate their child – with 58% of women juggling this alongside their job. The elongated period of home-schooling has also had a strong impact on parents’ lives across the UK, with the amount of time to relax (29%), stress and anxiety (36%) and longer working days (30%) reported as the biggest areas of concern. Parents have also admitted that the biggest struggle was to keep their child focussed (49%), having time for education amongst other pressures (35%) and implementing structure to the day (29%). As a result, over a third of parents (39%) have admitted that their children are missing out on up to four hours of school time whilst at home. The biggest impact on children as a result of home-schooling, according to their parents, was that they were now less active (44%), more reliant on virtual devices (38%) and were falling behind on social skills (32%). Catherine Talbot, Education Sector Analyst and Course Lead at High Speed Training, said: “There has been a unanimous effort by both teachers and parents alike to provide the best possible education for children across the country. As we look towards the future, with children returning to school safely, it’s uplifting to see that parents are now significantly more appreciative of the hard work that goes into being a great teacher and are now considering a change in career. We urge those exploring a potential job in education to research and familiarise themselves with their area of expertise and passion, so that together we can provide the best possible education for future generations to come.” To support those seeking additional support when home-schooling, High Speed Training has a range of free to view resources available online at https://www.highspeedtraining.co.uk/hub/
Children’s Mental Health Week (February 1-7) An activity for every day
With children and young people’s mental health so badly effected by lockdown and prolonged absence from school, this year’s Children’s Mental Health Week has a particular resonance. Former primary school teacher Laura Steele of education experts PlanBee has gathered a week’s worth of fantastic FREE resources in one downloadable pack. Parents can use them to help their children explore their mental health and give them the tools to express their thoughts and feelings. Monday: dealing with physical sensations Warm Fuzzies and Cold Pricklies Posters These posters aim to help your child understand some of the physical sensations that accompany different feelings. Explore and discuss the vocabulary on each poster. You could ask children: Do you know what this word means? Have you ever felt like this? What made you feel this way? Could you add any more words to either of the posters? Older children may find the Synonym Booklet of Emotions useful to expand their vocabulary and help them to better express themselves. Tuesday: an emoji that fits your mood Printable Emojis Emotion Faces Cards Use these 16 feelings and emotions cards to develop discussion around a range of different feelings, using the questions below each emoji. If your children cannot think of an example, you could describe and explain a time when you felt this way. They could also be asked whether each of the cards represent a ‘warm fuzzy’ or a ‘cold prickly’ feeling, picking up on yesterday’s discussions. You could then challenge your child to use the Design your own Emotion Emojis sheet to create their own versions. Encourage them to think about their personal experience of each emotion, and think carefully about the shape, colour, size and facial expression they choose. Wednesday: that nagging feeling Worry Monster Activity Sheets Today’s resource focuses on a specific feeling: worry, or anxiety. Tell your child that everyone experiences this feeling sometimes, and more often than not, acknowledging and talking about the reasons why you are worried or anxious can help you to feel better. These Worry Monster Activity Sheets can help your children to voice, and then deal with, any anxieties they may have. Thursday: take a deep breath Calming Techniques for Kids Posters Anger and frustration can be difficult emotions for anyone to deal with, not least children. These posters offer a range of techniques that can be used almost anywhere, in any situation. The first four posters (The Calm Down Cake, The Slow Down Star, The Slow Down Square and the Helping Hand) direct children to focus on their breathing, using an image to help them do this. Discuss and practise the techniques together, first with and then without the posters in front of them, so children realise that these strategies can be successful using only their imagination if needed. The final poster in the pack (5…4…3…2…1), may be more suitable for older children. They are directed to use all of their senses to focus and calm the mind. They can do this for the actual environment they are in, or an imagined one, such as a park, a beach or a forest. Friday: let’s meditate Meditation for Kids Guide Sheet The mental benefits of meditation are now widely recognised – for children as well as adults. Research has shown that short, regular meditation sessions can have a positive effect on children’s attention, focus, self-awareness, and their management of thoughts and feelings. This Guide Sheet is a simple, easy introduction to meditation, with step-by-step instructions to follow. Try a short session with your child. Ask them how they feel afterwards. You could try to add a session like this into your daily routine, and see what effect it has over time on your child’s emotional well-being. Saturday: developing a growth mindset Fixed vs Growth Mindset Poster A person with a fixed mindset feels that they have no control over their abilities, or problems they may face. But someone with a growth mindset knows that they can improve their abilities and overcome difficulties if they persevere and are patient with themselves. Discuss these differences with your child, and look at the poster for examples of each type of mindset. What type of mindset does your child think they have, and why? Why might it be better to have a growth mindset? Children could use the blank poster provided to write their own personal examples of statements they made when they felt they had a fixed mindset, and how they could turn this around into a growth mindset statement. Sunday: looking on the bright side What are you Thankful For? Discussion Cards End the week on a positive note with this activity, where children are encouraged to think about all the different aspects of their life that they are thankful for. A blank template is included for children to record these thoughts. The I am Lucky Because… activity sheet may be more suitable for younger children, where they are encouraged to think about and complete the sentences, ‘I am lucky because I can…’, ‘I am lucky because I am’… and ‘I am lucky because I have…’. You can download PlanBee’s Children’s Mental Health Week Activity Pack, which includes all of the resources mentioned above, for FREE!
Teacher training with a twist: How the NHS Deep Cleaning and Advisory Service is protecting staff and students during lockdown
The NHS Deep Cleaning and Advisory Service is joining forces with schools across the UK to help protect staff, students and parents during the Covid-19 pandemic. More than 30 schools across the country have so far partnered with the NHS service, which aims to extend the NHS standard of cleanliness to the wider community and support organisations with their infection control procedures during the pandemic and beyond. Despite schools closing to the majority of pupils during the national lockdown, infection control remains one of the top priorities for the education sector. This is definitely the case for Billingham South Community Primary School in Stockton-on-Tees, which has kick-started the new year with staff training with a twist: a unique training programme teaching staff how to clean ‘the NHS way.’ Delivered by Tony Sullivan, the Environmental and Decontamination Services Manager based at University Hospital of North Tees and board member for the professional body for decontamination, the Institute of Decontamination Sciences, the NHS Deep Cleaning and Advisory Service training programme teaches the wider community how to clean ‘the NHS way’. From touchpoint cleaning and application of disinfectants to ATP swab tests and how to remove PPE correctly, the training session covers a wide range of topics that have helped the team at Billingham South adapt the school’s cleaning strategy in line with the NHS standard, therefore helping to reduce the risk of infection. By investing in the training programme from the NHS Deep Cleaning and Advisory Service, not only is the school enhancing its cleaning regime but it is also directly supporting the NHS. In addition to helping reduce the spread of infection in the local community and consequently easing pressure on local hospital Trusts, the income generated by the cleaning service is reinvested back into the NHS to support frontline patient care. Edwin Squire, Headteacher at Billingham South, said: “Cleaning staff are very much at the forefront of this pandemic and it’s important they are equipped with the relevant knowledge, skills and equipment to help protect our staff, students and their loved ones at Billingham South. “The training session delivered by the NHS Deep Cleaning and Advisory Service has been key to enhancing our cleaning regime at the school. Knowing how to clean in line with NHS standards has really boosted the confidence of our cleaning team and has better prepared our school for overcoming the coming challenges faced by the education sector due to the Covid-19 pandemic.” Tony Sullivan, Environmental and Decontamination Services Manager at the NHS Deep Cleaning and Advisory Service, said: “As an NHS service, we are committed to supporting organisations across the UK with their infection control measures during the Covid-19 pandemic and thereafter. “As I always say, prevention is better than cure and that’s why it’s important for organisations to ensure they have the correct cleaning procedures and knowledge in place to help stop the virus spreading in the first place. Having now provided deep cleaning, audits and training services to dozens of schools across the country, we look forward to continuing to build long-lasting relationships with the wider community and to support with their infection control long into the future.” For more information about the NHS Deep Cleaning and Advisory Service, visit: www.deepcleaning.nhs.uk.
Nation’s children can glue sustainably, says Pritt stick owner, Henkel
Consumer goods company, Henkel, has relaunched its famous Pritt stick, bringing some good news during lockdown for climate-conscious children, teachers and crafters. The new generation of Pritt sticks is even more sustainable and environmentally friendly than before; the glue is made from 97% natural ingredients (including water and potato starch) and the stick container consists of up to 65% post-industrial recycled plastics (depending on stick size). The sticks are fully recyclable. Henkel’s sustainable packaging strategy includes working towards a circular economy, where plastics are recycled and fed back into the supply chain, and the company aims to make all consumer goods packaging recyclable or reusable by 2025. Daniela Alves, Pritt Brand Manager at Henkel UK, said: “The new formula comes with the same excellent performance – Pritt is every bit as safe, durable and flexible as ever. Replacing a significant amount of plastics with post-industrial recycled plastic and ensuring the tubes are recyclable is good news for children, parents and teachers who care deeply about plastic waste.” 97% natural ingredients Pritt has been unique in the market for many years thanks to its safe and strong formula based on potato starch and sugar, reaching 90% natural ingredients. Now the Henkel product development team has managed to reach 97% percent natural ingredients while keeping its well-known strength and high gluing power. Pritt glue continues to offer a strong initial tack, remains repositionable and provides a long-lasting adhesion to materials with low wrinkling of paper. Recycled and recyclable materials The relaunch is in line with Henkel’s packaging targets for 2025. The new glue stick container is the stick container consists of up to 65% post-industrial recycled plastics (depending on stick size). Only the cap and spinning mechanism are still made of virgin plastic to ensure functionality and performance. In addition, all materials are fully recyclable when the stick is empty. Pritt stick is available in four different sizes – 11 grams, 22 grams, 43 grams and 90 grams – and in different colours. The product is solvent-free and can be washed off, even at 20° C degrees.
Teacher Co-op Confronts Inequality in Virtual Education
A new virtual learning platform, owned by freelance teachers, confronts inequality, and discrimination in virtual education by forming an international teacher cooperative. Poised to open this Spring, MyCoolClass is an international cooperative of freelance teachers who plan to address the many problems online teachers face, such as low pay, draconian policies, and workplace discrimination. MyCoolClass co-founders John Hayes and Scott Anderson, both American ex-pats residing in Poland, believe that creating a teacher cooperative could be a big blow to major online education platforms by inspiring educators to come together and take control of the workplace. As a cooperative, each member teacher will have an equal stake and vote in the company. Instead of profits going to corporate shareholders, the teachers will receive benefits and build equity. “Many online platforms often have discriminatory hiring practices. Some companies pay teachers according to where they live or what passport they have. This means a teacher in South Africa or Vietnam will get paid significantly less than a teacher who lives in the USA, even though they teach the same course with the same qualifications and experience. Another issue is that teachers get burned out being overworked and underpaid with no sick leave. This causes teachers’ performance to suffer and can lead to getting fired over petty reasons. Students who have built strong relationships with their teachers are often left stranded and given poor excuses by the company as to why their teacher is no longer available. The bottom line is that a teacher cooperative makes sense and is necessary to benefit everyone.” – John Hayes – Co-founder of MyCoolClass The cooperative seeks to connect eager learners with passionate teachers around the world in a variety of languages and subjects. Refusing to take out bank loans, MyCoolClass hopes to crowdfund $20,000 USD by the end of February to cover legal and start-up fees. Hayes and Anderson plan to formally register MyCoolClass in the United Kingdom as soon as they reach their crowdfunding goal. For more information or how to help, please visit the cooperative website at www.coop.mycoolclass.com
Teachers could be over or underestimating the effectiveness of education studies because of how they are presented
The way that some education studies are presented could give teachers unrealistic expectations about what they might be able to achieve in the classroom, according to new research. Education studies are important for improving standards of teaching around the world and many schools adopt certain interventions if they believe it will help raise students’ grades. In the UK, the Education Endowment Foundation (EEF) commissions hundreds of trials each year which are summarised and published online and used by around two-thirds of early years, primary, secondary and sixth form schools in Britain. However, a new paper published in the journal Educational Researcher shows that these reviews are being presented to teachers in ways which could misrepresent their potential impact on the education of pupils. Dr Hugo Lortie-Forgues, of Loughborough University, said that although several metrics can be used to communicate the success of a trial, there is no consensus about which is best suited for communication with teachers. The researchers found that different metrics induced very different perceptions of an intervention’s effectiveness. This situation could lead teachers to overestimate or underestimate the usefulness of the interventions. Different types of metric used: Months of Progress: Additional learning gain reported in a unit of months, based on an estimate of yearly growth Percentile Gain: Expected change in percentile rank an average student would have made had the student received the intervention Cohen’s U3: Percentage of students in the intervention group scoring above the mean of the control group (Cohen, 1988) Threshold: Proportion of students reaching a certain threshold (e.g., passing a test). Test Score: Impact of the intervention in the outcome’s units Dr Lortie-Forgues said: “In recent years, there has been a growing effort to produce high-quality evidence in education. “In education research, an intervention’s impact is typically reported in units of standard deviations, but this measure is hard to interpret, so studies are generally translated into more digestible metrics before being reported to teachers. “However, very little research has examined how to present this evidence in ways that maximize the ability of teachers to make informed decisions.” The paper, How should educational effects be communicated to teachers?, reports two studies involving 500 teachers which were carried out by Dr Lortie-Forgues and Dr Matthew Inglis from Loughborough and Dr Ut Na Sio from the University of Sheffield. In the first, the researchers found that teachers have strong preferences concerning effect size metrics in terms of informativeness, understandability, and helpfulness, and that these preferences challenge current research reporting recommendations. In the second, they found that different metrics provoked different perceptions of an intervention’s effectiveness. For example, when an intervention impact was described in additional months of progress, as often done in the UK, teachers perceived the intervention as much more effective than when the same impact was reported in terms of additional point students receiving the intervention gain on a standardized test. Dr Lortie-Forgues said: “Together, our findings suggest that current way intervention effects are communicated could interfere with teachers’ ability to make informed decisions and to develop realistic expectations. “A possible way to minimize this issue would be to communicate the impact of educational interventions using multiple metrics, as it is often done in leading medical journals. This is something that we will explore in future research.”