#PSHE and achievement

[bgs-junior]

Unleashing Creativity in Education

By Mrs Howe, Head of Junior School

Last week, I was honoured to be invited to take part in a panel discussion at the Independent Schools Partnership Network Conference (ISPN) in Manchester. The panel was asked to discuss a topic close to my heart – the indispensable role of creativity in education. As an IB Primary Years Programme (IB PYP) School, it was a wonderful opportunity for me to share  how this approach to learning is transformation for our younger students.

One of the questions posed to the panel was: which is more important, knowledge or creativity? Some might argue that creativity and knowledge are at odds with each other, but I firmly believe that knowledge is not the enemy of creativity, and should go hand in hand. For me a creative curriculum allows the student to gain knowledge in an authentic and more compelling way. Through the IB PYP, each transdisciplinary Unit of Inquiry is carefully planned so that subject knowledge is contextualised through the inquiry process. Units of Inquiry are based on a roadmap of subject-specific knowledge spanning Years 3 to Year 6 and this knowledge is sequenced based on the theme and its relevance to the central idea. 

By organising learning in this way, we are not sidelining knowledge; rather, we're presenting it within broad overarching themes, transcending subject boundaries, and fostering connections across disciplines, using creative thinking as building blocks to connections. When students are empowered to ask their own questions and pursue their curiosities, knowledge becomes more than just facts; it becomes a tool for exploration and understanding. It becomes relevant and all-engaging. 

What I love about the IB PYP curriculum is that it does not confine pupils to a rigid structure but instead places them at the very heart of their learning journey. For me, this defines a creative curriculum. It fosters an environment where students have the autonomy to have voice and choice, take ownership of their learning, and infuse their innate creativity into every aspect of their education. It gives them the space so that emergent and unexpected ideas can take seed and it encourages them to respond with their own thoughts and ideas.

It acknowledges that learning isn't a solitary endeavour but a social activity and that our younger learners are at their best when their curriculum is authentic, purposeful and linked to real-world issues or problems.

Our students have benefited from learning through the IB PYP Curriculum for five years and we've seen firsthand the transformative impact of this approach Take, for example, our How We Organise Ourselves project in Year 5, where students used subject knowledge in PSHE, Geography, Maths, and DT to design vehicles serving community needs. Or our Year 6 Who We Are project, culminating in leaflets that showcase students' understanding of self and society. These projects are not just about academic achievement; they're about nurturing creativity, critical thinking, communications and collaboration. Our students are developing the skills they need to thrive in an ever-changing world.

In our recent ISI inspection, the inspectors commented how “in the Junior School, the use of varied and engaging teaching and learning strategies ignites a passion for learning in pupils.”

Creativity is the cornerstone of education, not just for the sake of artistic expression but as a catalyst for empowerment, innovation and lifelong learning. The IB PYP allows us to unleash the full potential of our students and pave the way for a brighter, more creative future. It makes our Junior School a very special place to learn.

[3diassociates]

Education: Stuck in a Failing Paradigm

Education: Stuck in a Failing Paradigm

“Our education system has mined our minds in the way that we strip-mined the earth, for a particular commodity, and for the future it won’t serve us. We have to rethink the fundamental principles on which we are educating our children.” Remember that TED talk – from Sir Ken Robinson, who sadly died in this traumatic year of 2020? “We have to rethink the fundamental principles on which we are…

[tatewellingss]

Week Three

If ‘Social justice is about making society function better – providing the support and tools to help turn lives around’ (UK Gov.co.uk), how well do you think the UK is achieving this today? What role can drama or theatre play in this?

When analysing the approach of tackling social justice within the UK today, it becomes apparent that many examples exist. For example, many scholars have described the work on improving social justice especially in educational settings, as well as, young offender and rape prevention programmes (Gallagher, 2016). When conducting my own further research, an example of theatre companies themselves providing an area of developing social change through the form of theatre is Mandala Theatre Company. Their project ‘Castaways’ focused in on ethnic minority issues within young people and wars with Syria and Iraq (Mandala Theatre, 2017).  This theatre company is a magnified example of how theatre companies are using the arts medium of theatre to tackle and address social issues to young people, to bring about awareness and get them talking about issues being expressed. 

From a personal standpoint, throughout school I watched a lot of theatre companies coming into my school to help address controversial topics that could be performed rather than just given in a traditional PSHE lesson. Another example that has stuck with me is; when my grandad was battling dementia in a nursing home, they had frequent drama groups come in to perform and bring theatre to them as a lot of patients were immobile; and this sometimes became the highlight of the patients, and sometimes carers, week. 

Of course Mandala Theatre and my own personal experiences are a small fraction of how the UK in general is achieving social justice. Most recently, Black Lives Matter protests in 2020 have been gaining less and less coverage within mainstream media, when the height of relevance was last summer (Baggs, 2020). This begins to question if social justice can ever be entirely achieved? The role of theatre can be argued as a main form of bringing about awareness, whether that be through working in schools, care homes and prisons; or even bringing about awareness through mainstream media, such as ‘It’s a Sin’ on Channel 4, which brought awareness about the 1980′s AIDS crisis and attitudes towards the LGBTQ+ community (Mangan, 2021). We can see theatre as vital to bringing about connection amongst characters and linking them with socially damaging topics, therefore allowing topics regarding social improvements to resonate more with audience members. 

2. Gallagher states that some of the young people that they studied seemed to have internalised robust neoliberal messages, taking full responsibility for their social and economic struggles. In what ways do you think this might apply to you in the context of your life and your third level study of drama?

As a twenty-year old gay man, its taken myself a long time to 100% feel comfortable in saying that, and I only feel that right now I am fully myself in what I wear, what I say, who I’m friends with and what my interests openly are. My personal social struggle of coming to terms with my sexuality mainly derived from the underlayer of homophobia I felt from other people. Growing up in England can be tough, especially with the ‘stiff upper lip’ and neoliberal opinions some may have, and being gay sort of goes against this. I guess for a long time, I really supressed my own personality, not just due to my sexuality; but also for my appearance, my desperation to be popular but also be what I thought my parents wanted me to be. I think Gallagher (2016) is correct in suggesting young people have this internalised ‘failure’ narrative in their brain, which is something I can completely relate to. 

Since an early age, I have loved performing. It wasn’t until I went to a Performing Arts School at fourteen, that I felt comfortable enough to come out. Little by little, people accepted me, my family accepted me, and became who I am today, which is unapologetically myself. Gallagher’s (2016) suggestion of internal neoliberal views on oneself is accurate to say the least. As young people, we become hyper aware of the outer opinions of other people and are constantly bombarded with anxieties surrounding what we should be seen as, which is completely unattainable. As someone that is in their third level of study in drama, it becomes more relevant to myself than ever. I think the outlet of creativity I have within drama helps excel me in the balance of my academic second half of my degree, with being an Education major; but, it also helps provide me with an improvement with group work, social skills and also developing fresh perspectives on social issues that I may have no experience in the past. 

3. Describe in your own words what ecological thinking means?

Ecological thinking relates to the relationship we have within ourselves and relating this to the outer-world. As we develop in the world, our opinions are formed through social attitudes and concepts that are derived. When linking this to theatre, it can become hyper-important to recognise that when viewing certain theatre performances, it can change the views and opinions within our brain and lead us to reflect and question the values and social issues raised within the performance. Ecological thinking is all about recognising ourselves within the world and how we can change this through theatre in order to gain a more socially just world. 

4. Can you think of when you first became aware of or interested in social justice? Are there any specific things you do in your life that contribute to the notion of a just society for all?

I think my awareness in social justice has only recently been brought to the forefront of my mind. Being a student these past three years has opened my eyes to a glimpse of adulthood and how certain people are automatically given more on the basis of their race, gender, sexuality or disability. As a white gay man, I am automatically privileged in the wider LGBTQ+ community as these are the type of gay men you mostly see on in mainstream media. However, I have also faced homophobia in my past three years of university, and some of it unfortunately remains internalised in myself at times. After having slurs thrown at me on a night-out once by someone of my own age, it really began to form in my brain how we can’t box the whole of my generation into being ‘politically correct’ as issues surrounding sexuality are still so prevalent as they once were. 

This began to shape my own interest in social justice, and I started to follow some LGBTQ+ ally pages on social media and begin talking in forums surrounding issues in the gay community that we still face. An example I can think of is last summer, I kept seeing how the government still didn’t allow gay men to donate blood, due to prejudice surrounding HIV/AIDS still remaining. Fortunately, after signing petitions and educating my friends and family on the matter, in 2021 the law in England changed so that gay men could now donate blood, however only if they have been in a long term relationship. I’ve also shared petitions and links to the government’s stance on conversion therapy, as unfortunately it is still legalised, with social media being used as the new medium for them to try and convert gay men. The Conservative government have stated they’re still trying for this to change, however Boris Johnson PM voted against gay marriage and for adoption, leading to me question how long it’ll take for this to happen. 

For myself, I know the only way to combat social injustice is to talk about it and educate family and friends that may not be as socially aware of such topics. I think I will always been interested in social justice, due to the experiences I myself have faced, and until I see someone who accurately represents me as a young gay men within British politics. 

References

Baggs, M. (2020) Black Lives Matter in the UK: 'We're still not being heard'. [online] BBC News. Available at: <https://www.bbc.co.uk/news/newsbeat-53812576> [Accessed 5 March 2021].

Gallagher, K. (2016) ‘Responsible Art and Unequal Societies: Towards a Theory of Drama and the Justice Agenda’, in Freebody, K. and Finneran, M. (ed.) Drama and Social Justice: Theory, Research and Practice in International Contexts. London, New York: Routledge, pp. 53-66.

Mandalatheatre.co.uk. (2017) Past Projects. [online] Available at: <https://www.mandalatheatre.co.uk/mandala-theatre> [Accessed 5 March 2021].

Mangan, L. (2021) It's a Sin review – Russell T Davies has created a masterpiece of poignancy. [online] the Guardian. Available at: <https://www.theguardian.com/tv-and-radio/2021/jan/22/its-a-sin-review-russell-t-davies-queer-as-folk-aids-channel-4> [Accessed 5 March 2021].

[ev-lr-blog]

The importance of mental health awareness

Hi, my name is Ev.

Having been struggling, thriving and living with mental illness for over the past decade, I realised it was time for me to do something. And I don’t mean on a small scale.

I have been dealing with my own mental health quite well over the past year or so, but I started to think to myself, I can’t just stop at me. So much of the issue that has been me fighting against the chemicals in my brain has been from the stigma that surrounds mental health. That is why I have set up SPEAK UP Nottingham.

I like most teens, puberty hit me HARD! Now it not only started to change the way I looked but it also altered the chemicals and hormones in my brain to such a level, that even today I use medication to allow myself the balance that gives me a fighting chance against my own mind.

My parents were amazing bringing me up, and opening my mind to well-being and mental health. But throughout my own education, I couldn’t help notice a lack of this embedded within the school system. I rolled up my bright red, knee high PE socks twice a week, but I can only remember one session based around mental health throughout my own school experience.

The sad thing is, I am not alone. So many young people have the same story, and it’s generally only the people that have poor mental health that talks about this lack of well-being in our National Curriculum. We don’t see people with ill physical health talking about how they wish there was more Physical Education. We even see so many physically fit, healthy living individuals raving about their PE sessions. So why can’t we have the same for mental health?

Now this idea didn’t spring to me over night as a teen. It was something that has slowly developed over the past half a decade. Forming slowly as I learnt from new experience and met new people.

During my second attempt at university, I studied Primary Education at Nottingham Trent University. I loved working with young children and helping them to shape their own imaginations and potential, but the more I taught, the more I realised that there is a stark gap between what we wish was being taught in schools, and the type of adults we as a nation wanted our children to grow into.

Thanks to league table and exams, teachers’ KPIs and so much more, it felt for me that I wasn’t teaching a class of blossoming personalities, I was wrangling the best grades I could out of them and ensuring that Ofsted was happy. I know how important Ofsted is and that it’s based around children getting the best from their schools, but in the moment, you forget that. Competition seeps in, stress takes over and the dreaded invigilator invades your precious classroom.

I have seen it first hand, how important schools, parents, teachers, governors, TAs, MPs, (and everyone else!) feel about children’s mental health, but with the overwhelming pressure that schools are under, it can fall to the way side.

My own dissertation was based around research I had undertaken myself, including interviews with staff and students, questionnaires for parents, surveys for teachers. It all came down to the fact that mental health wasn’t a topic that was prioritised in schools. PSHE (Personal, Social and Health Education) was the lesson most likely to be dropped from the timetable; children as old as 11 hadn’t heard the term ‘Mental health’ before; coping with stress wasn’t brought up at all, even though I had numerous 8 to 11 year old’s crying about achieving their SATs grades. One of whom, had a panic attack and the emergency services had to be called.

We can’t just stand by and let future generations be in the dark about an issue that affects millions daily. I knew that when I graduated, which is why I started SPEAK UP Nottingham, rather than become a teacher. It is why, when I said this was something I wanted to do, people who approached me asking how they could get involved. It is why, we are building a network of individuals and organisations within the community of Nottinghamshire who want SPEAK UP Nottingham, in local schools and clubs.

SPEAK UP Nottingham fights the stigma around mental health, by shouting about it. We raise awareness with workshops offered for young people from 3-18, real-life blogs and experiences from other young people, advice from mental health professionals and by building our Supportive Speak Up Community, for anyone who is within education, whether you are a learner, a parent, a teacher, anyone! We are here to support in as many ways as we can. We are small but growing. And as I have always told myself, every step is more important than the last. We are here to focus on mental health and not mental illness, let’s encourage the next generation to do the same,

So speak up Nottingham, now is your chance.

[instagramhere]

#Repost @wellbeingafrica - Q5 Access to sexual and reproductive health and rights facilities is limited for young adolescents? How should this be improved? A5a Young people should be encouraged to seek #SRHR education and counselling Ensuring an improved #SRHR curriculum in schools will ensure a lifelong positive impact on adolescents A5b #Healthcare facilities should be equipped and staffed to enable young adolescents access #SRHR information in a friendly and welcoming manner @wellbeingafrica, empowering adolescents with information is a strategic component of our PSHE program A5c @wellbeingafrica continues to work with @UNFPANigeria to ensure Accelerating the Promise of attaining the @UNFPA transformative results, as a means to achieving #UHC by 2030, with a view to #LeaveNoOneBehind #worldpopulationday2019 #healthforall #health #icpd25 #sdgs #roadto2030 #ifnotnowwhen #nairobisummit #icpd #srhr #leavenoonebehind @toyinsaraki @nigeriahealthwatch @unfpa @who @getittogetherng - #regrann Visit more: https://ift.tt/2XXHM8h

[hourlyjobupdates-blog]

PSHE Sickness Cover Teacher, N8

PSHE Sickness Cover Teacher, N8

Salary/Rate

£130 – £180/day

Location

N8, Crouch End, Greater London

Posted

04/10/2018 (11:28) Just Added

Agency

Apply Now

Description

GSL Education are currently looking for a qualified PSHE Teacher to join a high achieving secondary school graded ‘good’ by OFSTED. 

The school is based in Haringey and they are looking for someone who can plan cover from Mon-Thurs of week 1 and Tues – Friday of…

[theparallelmag]

LGBT History Month: The Incredible Queer Women Who Shaped the World

You may not find them in a textbook, but you should definitely get to know the names of these awesome women.

Can you remember the first time you were taught about an inspiring LGBT woman in history class?

Until I ‘came out’ in my early twenties and did my own research, I hadn’t once opened a textbook or gone into school and learnt about a pioneering queer woman who defined her time. There are many courageous, innovative and downright badass LGBT women who shaped history in incredible ways, but due to cultural erasure you may not have heard about them, read their stories, or known about their identity.

With same-sex marriage being passed in many countries and queer women being steadily more included in the media, it’s becoming safer and more empowering to be LGBT than ever before. But in order to progress and fight for acceptance in the present, we need to be aware of who paved our way in the past.

If you’re looking to be inspired by historical women this LGBT History Month, here are nine amazing lesbian, gay, queer, bisexual and transgender women you definitely need to know about.

Sylvia Rivera

Sylvia Rivera was one of the first women to throw a bottle at the Stonewall Inn raid in 1969.

Rivera suffered a tragic childhood, orphaned by three years old and abandoned at eleven to live on the streets and work as a prostitute. She was taken in by a local group of drag queens and went on to become a legendary transgender activist, and a founding member of the Gay Liberation Front and the Gay Activists Alliance. There’s even a street sign in New York City dedicated to her!

Christine Jorgensen

In 1952, Christine Jorgensen was thought to be the first trans woman in the United States to have sexual reassignment surgery. After her surgery she quickly became a celebrity, working as an actress, singer and transgender activist, touring the country giving talks.

Lili Elbe and Dora Richter should also be mentioned as among the first to receive pioneering surgeries.

Frida Kahlo

Considered one of the world’s greatest painters, Frida Kahlo has inspired generations of female artists and queer women. Kahlo openly had affairs with both men and women, including a rumoured romance with American painter Georgia O’Keeffe.

Barbara Gittings

“I’ve had the satisfaction of working with other gay people all across the country to get the bigots off our backs, to oil the closet door hinges, to change prejudiced hearts and minds…”

Barbara Gittings is widely thought of as the ‘mother’ of the LGBT civil rights movement, having accomplished huge milestones for the community before her death in 2007.

Her achievements include, among others: editing the first national lesbian magazine The Ladder, holding the first public demonstrations for LGBT equality, marching in the first New York City Pride Parade, and being part of the movement to get the American Psychiatric Association to drop homosexuality as a mental illness.

Teresa Millward & Helen Brearley

Teresa Millward and Helen Brearley were among the first couples to tie the knot after same-sex marriage was legalised in the UK in 2013. Their marriage symbolises a new era for acceptance of LGBT people in Britain and worldwide.

Sally Ride

The first American woman to travel into space in 1983, Sally Ride lived a very private life. It was discovered after her death in 2012 that she had been with a female partner for 27 years, having previously been married to NASA astronaut Steve Hawley. Ride is the first known LGBT astronaut.

Audre Lorde

Audre Lorde was a black writer, feminist, lesbian, poet and civil rights activist, who embraced and defended every aspect of her identity fiercely.

Before her death in 1992, she created many works of literature expressing her outrage at social injustices she encountered during her life, which continues to inspire queer women to this day. 

Lorde once wrote:

“I write for those women who do not speak, for those who do not have a voice because they were so terrified, because we are taught to respect fear more than ourselves.”

Lorraine Hansberry

The writer of A Raisin in the Sun, Lorraine Hansberry was the first black woman to write a play performed on Broadway. She is known for her incredible literary talent and subversive politics.

Hansberry advocated for lesbian and gay rights throughout her life, and was widely believed to be LGBT herself, due to secret writings and personal letters found after her death in 1965.  

Anne Lister

Anne Lister is thought of as the ‘first modern lesbian’; the wealthy Yorkshire landowner kept pretty graphic diaries of about a million words each describing her romantic and sexual relationships, and lived openly as a lesbian.

One of her journals states: “I love and only love the fairer sex… my heart revolts from any love but theirs.” (29 October 1820)

LGBT History Month runs throughout February in the UK. This year’s theme is Citizenship, PSHE and Law.

By Emily Chudy

[caseycardwell]

Teaching Relationships Education in Primary Schools

In March 2019[i], it was announced that Relationships Education would become statutory in Primary Schools from September 2020.

Here at FPA, we’ve been supporting relationship and sex education for over 20 years, we have a number of booklets and resources, alongside our primary school teaching aide: Growing up with Yasmine and Tom which has achieved the important PSHE quality mark.  

Teaching Relationships Education in Primary Schools published first on https://spanishflyhealth.blogspot.com/

[ihtspirit]

Healthy body, positive mind

Healthy body, positive mind Originally published Oct. 10, 2019 by IE Today. By Simon Fry While physical exertion, bringing physical health, is of innate benefit to children (and adults alike) independent schools also consider it vital to maintaining their pupils’ mental health. An interesting split exists between school leaders making competitive sport compulsory and those offering non-competitive alternatives. https://ihtusa.com https://ihtusa.com/healthy-body-positive-mind/ Originally published Oct. 10, 2019 by IE Today. By Simon Fry While physical exertion, bringing physical health, is of innate benefit to children (and adults alike) independent schools also consider it vital to maintaining their pupils’ mental health. An interesting split exists between school leaders making competitive sport compulsory and those offering non-competitive alternatives. Irrespective of establishing winners and losers, diverse options – including canine company – mean all can find their favourite.

Competition is key

“For our pupils to be considered healthy they must have mental, social and physical wellbeing,” said Clifton College director of sport, Andrew Wagstaff. He continued: “Sport and games at Clifton College allow them to be physically active for a minimum of five hours weekly, with participation compulsory.“Sport can be seen to install and provide opportunities for our pupils to achieve the school’s values; at Clifton we aim to produce pupils that are ‘the best possible versions of themselves’.” There’s an extra edge to exercise at Clifton. “It is compulsory for pupils to participate in a competitive sport in one of the three terms to help develop these core values; pupils just committed to a ‘sporting activity’ will miss out on these attributes, which are fundamental to team sports. Sailing, running for fitness and fencing are examples of sports and activities where pupils with stress problems have been allowed to overcome their anxiety and become involved in regular participation and gained values of being part of a group or team.”

Nature nurtures

Leweston School provides a programme of sport and outdoor learning accessible to all, supporting and enhancing pupils’ personal development and academic achievements. Director of sport Sara Guy said: “In an age of growing concern about mental wellbeing, particularly in children, and incidents of teenage depression, anxiety and stress rising, sport and exercise can provide an effective drug-free treatment with multiple studies concluding that regular aerobic exercise can reduce the symptoms of clinical depression.“ Whilst some children thrive on competition, finding this a release from personal and academic pressure, others benefit from non-competitive recreational activities.”The school also provides health and wellbeing elements in its lunchtime and after-school activities programme, including spin class, cycling, tree-climbing, Zumba, yoga, KundaDance and sailing. The school has 46 acres of grounds; pupils are encouraged to go outdoors and as many activities as possible are offered outside. Walking is encouraged and the numerous dogs on-site are available for exercising, bringing stress-busting benefits. Leweston has a history of excellence in running and are current U13 National Prep School Cross-Country Champions. Visual enrichment is popular. “Running has a particularly strong mental health impact and, combined with the sight of trees and nature, can have a restorative effect on participants. Cross-country runs are available most lunchtimes with staff taking out small groups on request. The Friday run typically numbers up to 45 staff and pupils, almost 25% of the school’s population.”The school’s PSHE programme also highlights the value of physical activity to pupils, particularly approaching exam time. Students are encouraged to find a healthy balance between academic study and physical recreational activity. As a result of this encouragement, “A significant number of pupils choose to participate in recreational sport who would not normally be confident, willing or able to perform competitively, and some proceed into teams they would never have expected to join, increasing their confidence and self-worth.”

Sport, sleep and stress

Physical activity triggering brain chemicals, making you happier and more relaxed, is a step toward strong mental health, according to Rydal Penrhos School head of physical education, Nicky Head. “Participating in this kind of activity three to five times weekly for at least 30 minutes can provide these mental health benefits. When you are physically active, your mind is distracted from daily stressors. This can help you avoid getting bogged down by negative thoughts. Exercise reduces your body’s levels of stress hormones while stimulating endorphin production. “Sports and other physical activities improve sleep quality by helping you fall asleep faster and deepening sleep. Sleeping better can improve your mental outlook the next day and improve mood.” Rydal Penrhos School holds regular talented athlete seminars focusing on various performance areas, the mental health and wellbeing element of this having increased considerably in recent years, giving pupils a broader perspective on how to stay positive both individually and motivating others to do the same. Rydal Penrhos also has a school counsellor for anyone wishing to discuss a specific problem, and holds wellbeing form sessions and meditation assemblies, further promoting positive mental health. Head believes team sports, in particular, provide a chance to unwind and engage in a satisfying challenge improving children’s fitness. The end results are uplifting for all. “They also provide social benefits by allowing you to connect with teammates and friends in a recreational setting to boost friendship foundations, engage in conversation and have fun away from the classroom’s stresses. It is always heart-warming to see someone who has been struggling coming of age thanks to fortitude and a will to succeed. “This, together with exceptional support from staff and peers, can make a real difference and it is paramount this subject continues to be at the forefront of educators’ thoughts, especially when considering the increasing stresses on young children.”

Meeting their potential

Phil Miller, director of sport at King Edward’s Witley, quotes Maslow’s Hierarchy of Needs when considering mental health. “Maslow states people must satisfy varying levels of ‘needs’ if they are to achieve a positive level of mental wellbeing. “To be truly satisfied we must be able to achieve the pinnacle of this pyramid of needs, where ‘self-actualisation’ lies. “Reaching your potential and having positive mental wellbeing relies on fulfilment of numerous needs. At King Edward’s Witley, we pride ourselves on our pastoral care, thus providing all of our pupils with the ‘basic needs’ forming the springboard to reaching potential.” Sport supports the progress of pupils to ‘self-actualisation’ or, reaching their potential, as successes in the classroom and on the sports field are recognised and rewarded, feeding ‘esteem needs’. “Sport is a powerful tool in a school’s arsenal,” said Miller. “Building on the positive foundations the pastoral aspect of boarding school life provides, for day and boarding pupils. As director of sport, there are several things my team and I do to ensure pupils achieve a sense of positive wellbeing.” The school’s sporting programme is carefully planned to ensure everyone has an opportunity to achieve positive self-esteem. Equal importance is placed on developing house teams, recreational sport, supporting individual sporting talents and advancing first XI sides. The school recognises the joy derived from achieving success and joining in the triumphs of others’ sporting achievements, celebrating and congratulating success, whether it is a first XI hockey victory or a beginner tennis player hitting a textbook forehand. “We all know from England’s recent Cricket World Cup win how the achievements of others generates a feel-good factor. We actively promote being the best we can be and being happy with who we are, thus allowing our pupils to fulfil their potential and ultimately experience positive mental wellbeing.” Running has a particularly strong mental health impact and, combined with the sight of trees and nature, can have a restorative effect on participants Broad curriculum The discussion around the positive impact of physical activity on pupils’ mental health is a hot topic as it becomes more evident it can increase self-esteem and reduce depression and anxiety in young people. Endorphins released during exercise help children to process things better, aiding productivity and concentration levels, which can help them increase academic success. However, Joanna Hackett, Loughborough Schools Foundation’s director of sport, sounds a note of caution. “Encouraging pupils to be more active can be difficult and no physical activity is a one-size-fits-all, therefore it is a PE teacher’s goal to discover which sport suits each pupil. “A broad curriculum including activities like Zumba and spinning engages a different group of students and encourage them to try less conventional activities.” Hackett believes encouraging pupils’ enthusiasm towards sport is key to inspiring them to approach physical activity in a way making them feel more comfortable. “In previous schools I have taught at, a common trope has been the difficulty in engaging teenage girls in physical activity. At this stage in their development some can be self-conscious and insecure, so the teacher must overcome this. In one school’s case we blacked-out the gym and attached glow sticks to our clothes and equipment and had a ‘glow-in-the-dark’ dodge ball game. Students immersed themselves in the activity without being concerned about their appearance.” At the foundation, sport is also beneficial in teaching children how to overcome and manage certain mental health issues. “By focusing on resilience tactics, teamwork and channelling confidence in a pupil’s capabilities, you can educate pupils on how to deal with issues like self-esteem and adaptability to setbacks.” From athletics to Zumba and all points in-between, whether competitive or non-competitive, team-based or individual, outside with dogs or indoors in darkness, independent school leaders agree physical activity boosts the mind as much as the body.

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[viralnewstime]

Social media platforms are being urged to be far more transparent about how their services operate and to make “anonymised high-level data” available to researchers so the technology’s effects on users — and especially on children and teens — can be better understood.

The calls have been made in a report by the UK parliament’s Science and Technology Committee which has been looking into the impacts of social media and screen use among children — to consider whether such tech is “healthy or harmful”.

“Social media companies must also be far more open and transparent regarding how they operate and particularly how they moderate, review and prioritise content,” it writes.

Concerns have been growing about children’s use of social media and mobile technology for some years now, with plenty of anecdotal evidence and also some studies linking tech use to developmental problems, as well as distressing stories connecting depression and even suicide to social media use.

Screen time inhibits toddler development, study finds

Although the committee writes that its dive into the topic was hindered by “the limited quantity and quality of academic evidence available”. But it also asserts: “The absence of good academic evidence is not, in itself, evidence that social media and screens have no effect on young people.”

“We found that the majority of published research did not provide a clear indication of causation, but instead indicated a possible correlation between social media/screens and a particular health effect,” it continues. “There was even less focus in published research on exactly who was at risk and if some groups were potentially more vulnerable than others when using screens and social media.”

The UK government expressed its intention to legislate in this area, announcing a plan last May to “make social media safer” — promising new online safety laws to tackle concerns.

The committee writes that it’s therefore surprised the government has not commissioned “any new, substantive research to help inform its proposals”, and suggests it get on and do so “as a matter of urgency” — with a focus on identifying people at risk of experiencing harm online and on social media; the reasons for the risk factors; and the longer-term consequences of the tech’s exposure on children.

It further suggests the government should consider what legislation is required to improve researchers’ access to this type of data, given platforms have failed to provide enough access for researchers of their own accord.

The committee says it heard evidence of a variety of instances where social media could be “a force for good” but also received testimonies about some of the potential negative impacts of social media on the health and emotional wellbeing of children.

“These ranged from detrimental effects on sleep patterns and body image through to cyberbullying, grooming and ‘sexting’,” it notes. “Generally, social media was not the root cause of the risk but helped to facilitate it, while also providing the opportunity for a large degree of amplification. This was particularly apparent in the case of the abuse of children online, via social media.

“It is imperative that the government leads the way in ensuring that an effective partnership is in place, across civil society, technology companies, law enforcement agencies, the government and non-governmental organisations, aimed at ending child sexual exploitation (CSE) and abuse online.”

The committee suggests the government commission specific research to establish the scale and prevalence of online CSE — pushing it to set an “ambitious target” to halve reported online CSE in two years and “all but eliminate it in four”.

A duty of care

A further recommendation will likely send a shiver down tech giants’ spines, with the committee urging a duty of care principle be enshrined in law for social media users under 18 years of age to protect them from harm when on social media sites.

Such a duty would up the legal risk stakes considerably for user generated content platforms which don’t bar children from accessing their services.

The committee suggests the government could achieve that by introducing a statutory code of practice for social media firms, via new primary legislation, to provide “consistency on content reporting practices and moderation mechanisms”.

It also recommends a requirement in law for social media companies to publish detailed Transparency Reports every six months.

It is also for a 24 hour takedown law for illegal content, saying that platforms should have to review reports of potentially illegal content and take a decision on whether to remove, block or flag it — and reply the decision to the individual/organisation who reported it — within 24 hours.

Germany already legislated for such a law, back in 2017 — though in that case the focus is on speeding up hate speech takedowns.

In Germany social media platforms can be fined up to €50 million if they fail to comply with the NetzDG law, as its truncated German name is known. (The EU executive has also been pushing platforms to remove terrorist related material within an hour of a report, suggesting it too could legislate on this front if they fail to moderate content fast enough.)

The committee suggests the UK’s media and telecoms regulator, Ofcom would be well-placed to oversee how illegal content is handled under any new law.

It also recommends that social media companies use AI to identify and flag to users (or remove as appropriate) content that “may be fake” — pointing to the risk posed by new technologies such as “deep fake videos”.

More robust systems for age verification are also needed, in the committee’s view. It writes that these must go beyond “a simple ‘tick box’ or entering a date of birth”.

Looking beyond platforms, the committee presses the government to take steps to improve children’s digital literacy and resilience, suggesting PSHE (personal, social and health) education should be made mandatory for primary and secondary school pupils — delivering “an age-appropriate understanding of, and resilience towards, the harms and benefits of the digital world”.

Teachers and parents should also not be overlooked, with the committee suggesting training and resources for teachers and awareness and engagement campaigns for parents.

from Social – TechCrunch https://tcrn.ch/2RXw2AC

[sheminecrafts]

Social media should have “duty of care” towards kids, UK MPs urge

Social media platforms are being urged to be far more transparent about how their services operate and to make “anonymised high-level data” available to researchers so the technology’s effects on users — and especially on children and teens — can be better understood.

The calls have been made in a report by the UK parliament’s Science and Technology Committee which has been looking into the impacts of social media and screen use among children — to consider whether such tech is “healthy or harmful”.

“Social media companies must also be far more open and transparent regarding how they operate and particularly how they moderate, review and prioritise content,” it writes.

Concerns have been growing about children’s use of social media and mobile technology for some years now, with plenty of anecdotal evidence and also some studies linking tech use to developmental problems, as well as distressing stories connecting depression and even suicide to social media use.

Screen time inhibits toddler development, study finds

Although the committee writes that its dive into the topic was hindered by “the limited quantity and quality of academic evidence available”. But it also asserts: “The absence of good academic evidence is not, in itself, evidence that social media and screens have no effect on young people.”

“We found that the majority of published research did not provide a clear indication of causation, but instead indicated a possible correlation between social media/screens and a particular health effect,” it continues. “There was even less focus in published research on exactly who was at risk and if some groups were potentially more vulnerable than others when using screens and social media.”

The UK government expressed its intention to legislate in this area, announcing a plan last May to “make social media safer” — promising new online safety laws to tackle concerns.

The committee writes that it’s therefore surprised the government has not commissioned “any new, substantive research to help inform its proposals”, and suggests it get on and do so “as a matter of urgency” — with a focus on identifying people at risk of experiencing harm online and on social media; the reasons for the risk factors; and the longer-term consequences of the tech’s exposure on children.

It further suggests the government should consider what legislation is required to improve researchers’ access to this type of data, given platforms have failed to provide enough access for researchers of their own accord.

The committee says it heard evidence of a variety of instances where social media could be “a force for good” but also received testimonies about some of the potential negative impacts of social media on the health and emotional wellbeing of children.

“These ranged from detrimental effects on sleep patterns and body image through to cyberbullying, grooming and ‘sexting’,” it notes. “Generally, social media was not the root cause of the risk but helped to facilitate it, while also providing the opportunity for a large degree of amplification. This was particularly apparent in the case of the abuse of children online, via social media.

“It is imperative that the government leads the way in ensuring that an effective partnership is in place, across civil society, technology companies, law enforcement agencies, the government and non-governmental organisations, aimed at ending child sexual exploitation (CSE) and abuse online.”

The committee suggests the government commission specific research to establish the scale and prevalence of online CSE — pushing it to set an “ambitious target” to halve reported online CSE in two years and “all but eliminate it in four”.

A duty of care

A further recommendation will likely send a shiver down tech giants’ spines, with the committee urging a duty of care principle be enshrined in law for social media users under 18 years of age to protect them from harm when on social media sites.

Such a duty would up the legal risk stakes considerably for user generated content platforms which don’t bar children from accessing their services.

The committee suggests the government could achieve that by introducing a statutory code of practice for social media firms, via new primary legislation, to provide “consistency on content reporting practices and moderation mechanisms”.

It also recommends a requirement in law for social media companies to publish detailed Transparency Reports every six months.

It is also for a 24 hour takedown law for illegal content, saying that platforms should have to review reports of potentially illegal content and take a decision on whether to remove, block or flag it — and reply the decision to the individual/organisation who reported it — within 24 hours.

Germany already legislated for such a law, back in 2017 — though in that case the focus is on speeding up hate speech takedowns.

In Germany social media platforms can be fined up to €50 million if they fail to comply with the NetzDG law, as its truncated German name is known. (The EU executive has also been pushing platforms to remove terrorist related material within an hour of a report, suggesting it too could legislate on this front if they fail to moderate content fast enough.)

The committee suggests the UK’s media and telecoms regulator, Ofcom would be well-placed to oversee how illegal content is handled under any new law.

It also recommends that social media companies use AI to identify and flag to users (or remove as appropriate) content that “may be fake” — pointing to the risk posed by new technologies such as “deep fake videos”.

More robust systems for age verification are also needed, in the committee’s view. It writes that these must go beyond “a simple ‘tick box’ or entering a date of birth”.

Looking beyond platforms, the committee presses the government to take steps to improve children’s digital literacy and resilience, suggesting PSHE (personal, social and health) education should be made mandatory for primary and secondary school pupils — delivering “an age-appropriate understanding of, and resilience towards, the harms and benefits of the digital world”.

Teachers and parents should also not be overlooked, with the committee suggesting training and resources for teachers and awareness and engagement campaigns for parents.

from iraidajzsmmwtv https://tcrn.ch/2RXw2AC via IFTTT

[endenogatai]

Social media should have “duty of care” towards kids, UK MPs urge

Social media platforms are being urged to be far more transparent about how their services operate and to make “anonymised high-level data” available to researchers so the technology’s effects on users — and especially on children and teens — can be better understood.

The calls have been made in a report by the UK parliament’s Science and Technology Committee which has been looking into the impacts of social media and screen use among children — to consider whether such tech is “healthy or harmful”.

“Social media companies must also be far more open and transparent regarding how they operate and particularly how they moderate, review and prioritise content,” it writes.

Concerns have been growing about children’s use of social media and mobile technology for some years now, with plenty of anecdotal evidence and also some studies linking tech use to developmental problems, as well as distressing stories connecting depression and even suicide to social media use.

Screen time inhibits toddler development, study finds

Although the committee writes that its dive into the topic was hindered by “the limited quantity and quality of academic evidence available”. But it also asserts: “The absence of good academic evidence is not, in itself, evidence that social media and screens have no effect on young people.”

“We found that the majority of published research did not provide a clear indication of causation, but instead indicated a possible correlation between social media/screens and a particular health effect,” it continues. “There was even less focus in published research on exactly who was at risk and if some groups were potentially more vulnerable than others when using screens and social media.”

The UK government expressed its intention to legislate in this area, announcing a plan last May to “make social media safer” — promising new online safety laws to tackle concerns.

The committee writes that it’s therefore surprised the government has not commissioned “any new, substantive research to help inform its proposals”, and suggests it get on and do so “as a matter of urgency” — with a focus on identifying people at risk of experiencing harm online and on social media; the reasons for the risk factors; and the longer-term consequences of the tech’s exposure on children.

It further suggests the government should consider what legislation is required to improve researchers’ access to this type of data, given platforms have failed to provide enough access for researchers of their own accord.

The committee says it heard evidence of a variety of instances where social media could be “a force for good” but also received testimonies about some of the potential negative impacts of social media on the health and emotional wellbeing of children.

“These ranged from detrimental effects on sleep patterns and body image through to cyberbullying, grooming and ‘sexting’,” it notes. “Generally, social media was not the root cause of the risk but helped to facilitate it, while also providing the opportunity for a large degree of amplification. This was particularly apparent in the case of the abuse of children online, via social media.

“It is imperative that the government leads the way in ensuring that an effective partnership is in place, across civil society, technology companies, law enforcement agencies, the government and non-governmental organisations, aimed at ending child sexual exploitation (CSE) and abuse online.”

The committee suggests the government commission specific research to establish the scale and prevalence of online CSE — pushing it to set an “ambitious target” to halve reported online CSE in two years and “all but eliminate it in four”.

A duty of care

A further recommendation will likely send a shiver down tech giants’ spines, with the committee urging a duty of care principle be enshrined in law for social media users under 18 years of age to protect them from harm when on social media sites.

Such a duty would up the legal risk stakes considerably for user generated content platforms which don’t bar children from accessing their services.

The committee suggests the government could achieve that by introducing a statutory code of practice for social media firms, via new primary legislation, to provide “consistency on content reporting practices and moderation mechanisms”.

It also recommends a requirement in law for social media companies to publish detailed Transparency Reports every six months.

It is also for a 24 hour takedown law for illegal content, saying that platforms should have to review reports of potentially illegal content and take a decision on whether to remove, block or flag it — and reply the decision to the individual/organisation who reported it — within 24 hours.

Germany already legislated for such a law, back in 2017 — though in that case the focus is on speeding up hate speech takedowns.

In Germany social media platforms can be fined up to €50 million if they fail to comply with the NetzDG law, as its truncated German name is known. (The EU executive has also been pushing platforms to remove terrorist related material within an hour of a report, suggesting it too could legislate on this front if they fail to moderate content fast enough.)

The committee suggests the UK’s media and telecoms regulator, Ofcom would be well-placed to oversee how illegal content is handled under any new law.

It also recommends that social media companies use AI to identify and flag to users (or remove as appropriate) content that “may be fake” — pointing to the risk posed by new technologies such as “deep fake videos”.

More robust systems for age verification are also needed, in the committee’s view. It writes that these must go beyond “a simple ‘tick box’ or entering a date of birth”.

Looking beyond platforms, the committee presses the government to take steps to improve children’s digital literacy and resilience, suggesting PSHE (personal, social and health) education should be made mandatory for primary and secondary school pupils — delivering “an age-appropriate understanding of, and resilience towards, the harms and benefits of the digital world”.

Teachers and parents should also not be overlooked, with the committee suggesting training and resources for teachers and awareness and engagement campaigns for parents.

from RSSMix.com Mix ID 8204425 https://tcrn.ch/2RXw2AC via IFTTT

[technicalsolutions88]

Social media platforms are being urged to be far more transparent about how their services operate and to make “anonymised high-level data” available to researchers so the technology’s effects on users — and especially on children and teens — can be better understood.

The calls have been made in a report by the UK parliament’s Science and Technology Committee which has been looking into the impacts of social media and screen use among children — to consider whether such tech is “healthy or harmful”.

“Social media companies must also be far more open and transparent regarding how they operate and particularly how they moderate, review and prioritise content,” it writes.

Concerns have been growing about children’s use of social media and mobile technology for some years now, with plenty of anecdotal evidence and also some studies linking tech use to developmental problems, as well as distressing stories connecting depression and even suicide to social media use.

Screen time inhibits toddler development, study finds

Although the committee writes that its dive into the topic was hindered by “the limited quantity and quality of academic evidence available”. But it also asserts: “The absence of good academic evidence is not, in itself, evidence that social media and screens have no effect on young people.”

“We found that the majority of published research did not provide a clear indication of causation, but instead indicated a possible correlation between social media/screens and a particular health effect,” it continues. “There was even less focus in published research on exactly who was at risk and if some groups were potentially more vulnerable than others when using screens and social media.”

The UK government expressed its intention to legislate in this area, announcing a plan last May to “make social media safer” — promising new online safety laws to tackle concerns.

The committee writes that it’s therefore surprised the government has not commissioned “any new, substantive research to help inform its proposals”, and suggests it get on and do so “as a matter of urgency” — with a focus on identifying people at risk of experiencing harm online and on social media; the reasons for the risk factors; and the longer-term consequences of the tech’s exposure on children.

It further suggests the government should consider what legislation is required to improve researchers’ access to this type of data, given platforms have failed to provide enough access for researchers of their own accord.

The committee says it heard evidence of a variety of instances where social media could be “a force for good” but also received testimonies about some of the potential negative impacts of social media on the health and emotional wellbeing of children.

“These ranged from detrimental effects on sleep patterns and body image through to cyberbullying, grooming and ‘sexting’,” it notes. “Generally, social media was not the root cause of the risk but helped to facilitate it, while also providing the opportunity for a large degree of amplification. This was particularly apparent in the case of the abuse of children online, via social media.

“It is imperative that the government leads the way in ensuring that an effective partnership is in place, across civil society, technology companies, law enforcement agencies, the government and non-governmental organisations, aimed at ending child sexual exploitation (CSE) and abuse online.”

The committee suggests the government commission specific research to establish the scale and prevalence of online CSE — pushing it to set an “ambitious target” to halve reported online CSE in two years and “all but eliminate it in four”.

A duty of care

A further recommendation will likely send a shiver down tech giants’ spines, with the committee urging a duty of care principle be enshrined in law for social media users under 18 years of age to protect them from harm when on social media sites.

Such a duty would up the legal risk stakes considerably for user generated content platforms which don’t bar children from accessing their services.

The committee suggests the government could achieve that by introducing a statutory code of practice for social media firms, via new primary legislation, to provide “consistency on content reporting practices and moderation mechanisms”.

It also recommends a requirement in law for social media companies to publish detailed Transparency Reports every six months.

It is also for a 24 hour takedown law for illegal content, saying that platforms should have to review reports of potentially illegal content and take a decision on whether to remove, block or flag it — and reply the decision to the individual/organisation who reported it — within 24 hours.

Germany already legislated for such a law, back in 2017 — though in that case the focus is on speeding up hate speech takedowns.

In Germany social media platforms can be fined up to €50 million if they fail to comply with the NetzDG law, as its truncated German name is known. (The EU executive has also been pushing platforms to remove terrorist related material within an hour of a report, suggesting it too could legislate on this front if they fail to moderate content fast enough.)

The committee suggests the UK’s media and telecoms regulator, Ofcom would be well-placed to oversee how illegal content is handled under any new law.

It also recommends that social media companies use AI to identify and flag to users (or remove as appropriate) content that “may be fake” — pointing to the risk posed by new technologies such as “deep fake videos”.

More robust systems for age verification are also needed, in the committee’s view. It writes that these must go beyond “a simple ‘tick box’ or entering a date of birth”.

Looking beyond platforms, the committee presses the government to take steps to improve children’s digital literacy and resilience, suggesting PSHE (personal, social and health) education should be made mandatory for primary and secondary school pupils — delivering “an age-appropriate understanding of, and resilience towards, the harms and benefits of the digital world”.

Teachers and parents should also not be overlooked, with the committee suggesting training and resources for teachers and awareness and engagement campaigns for parents.

from Social – TechCrunch https://tcrn.ch/2RXw2AC Original Content From: https://techcrunch.com

[toomanysinks]

Social media should have “duty of care” towards kids, UK MPs urge

Social media platforms are being urged to be far more transparent about how their services operate and to make “anonymised high-level data” available to researchers so the technology’s effects on users — and especially on children and teens — can be better understood.

The calls have been made in a report by the UK parliament’s Science and Technology Committee which has been looking into the impacts of social media and screen use among children — to consider whether such tech is “healthy or harmful”.

“Social media companies must also be far more open and transparent regarding how they operate and particularly how they moderate, review and prioritise content,” it writes.

Concerns have been growing about children’s use of social media and mobile technology for some years now, with plenty of anecdotal evidence and also some studies linking tech use to developmental problems, as well as distressing stories connecting depression and even suicide to social media use.

Screen time inhibits toddler development, study finds

Although the committee writes that its dive into the topic was hindered by “the limited quantity and quality of academic evidence available”. But it also asserts: “The absence of good academic evidence is not, in itself, evidence that social media and screens have no effect on young people.”

“We found that the majority of published research did not provide a clear indication of causation, but instead indicated a possible correlation between social media/screens and a particular health effect,” it continues. “There was even less focus in published research on exactly who was at risk and if some groups were potentially more vulnerable than others when using screens and social media.”

The UK government expressed its intention to legislate in this area, announcing a plan last May to “make social media safer” — promising new online safety laws to tackle concerns.

The committee writes that it’s therefore surprised the government has not commissioned “any new, substantive research to help inform its proposals”, and suggests it get on and do so “as a matter of urgency” — with a focus on identifying people at risk of experiencing harm online and on social media; the reasons for the risk factors; and the longer-term consequences of the tech’s exposure on children.

It further suggests the government should consider what legislation is required to improve researchers’ access to this type of data, given platforms have failed to provide enough access for researchers of their own accord.

The committee says it heard evidence of a variety of instances where social media could be “a force for good” but also received testimonies about some of the potential negative impacts of social media on the health and emotional wellbeing of children.

“These ranged from detrimental effects on sleep patterns and body image through to cyberbullying, grooming and ‘sexting’,” it notes. “Generally, social media was not the root cause of the risk but helped to facilitate it, while also providing the opportunity for a large degree of amplification. This was particularly apparent in the case of the abuse of children online, via social media.

“It is imperative that the government leads the way in ensuring that an effective partnership is in place, across civil society, technology companies, law enforcement agencies, the government and non-governmental organisations, aimed at ending child sexual exploitation (CSE) and abuse online.”

The committee suggests the government commission specific research to establish the scale and prevalence of online CSE — pushing it to set an “ambitious target” to halve reported online CSE in two years and “all but eliminate it in four”.

A duty of care

A further recommendation will likely send a shiver down tech giants’ spines, with the committee urging a duty of care principle be enshrined in law for social media users under 18 years of age to protect them from harm when on social media sites.

Such a duty would up the legal risk stakes considerably for user generated content platforms which don’t bar children from accessing their services.

The committee suggests the government could achieve that by introducing a statutory code of practice for social media firms, via new primary legislation, to provide “consistency on content reporting practices and moderation mechanisms”.

It also recommends a requirement in law for social media companies to publish detailed Transparency Reports every six months.

It is also for a 24 hour takedown law for illegal content, saying that platforms should have to review reports of potentially illegal content and take a decision on whether to remove, block or flag it — and reply the decision to the individual/organisation who reported it — within 24 hours.

Germany already legislated for such a law, back in 2017 — though in that case the focus is on speeding up hate speech takedowns.

In Germany social media platforms can be fined up to €50 million if they fail to comply with the NetzDG law, as its truncated German name is known. (The EU executive has also been pushing platforms to remove terrorist related material within an hour of a report, suggesting it too could legislate on this front if they fail to moderate content fast enough.)

The committee suggests the UK’s media and telecoms regulator, Ofcom would be well-placed to oversee how illegal content is handled under any new law.

It also recommends that social media companies use AI to identify and flag to users (or remove as appropriate) content that “may be fake” — pointing to the risk posed by new technologies such as “deep fake videos”.

More robust systems for age verification are also needed, in the committee’s view. It writes that these must go beyond “a simple ‘tick box’ or entering a date of birth”.

Looking beyond platforms, the committee presses the government to take steps to improve children’s digital literacy and resilience, suggesting PSHE (personal, social and health) education should be made mandatory for primary and secondary school pupils — delivering “an age-appropriate understanding of, and resilience towards, the harms and benefits of the digital world”.

Teachers and parents should also not be overlooked, with the committee suggesting training and resources for teachers and awareness and engagement campaigns for parents.

source https://techcrunch.com/2019/01/31/social-media-should-have-duty-of-care-towards-kids-uk-mps-urge/

[fmservers]

Social media should have “duty of care” towards kids, UK MPs urge

Social media platforms are being urged to be far more transparent about how their services operate and to make “anonymised high-level data” available to researchers so the technology’s effects on users — and especially on children and teens — can be better understood.

The calls have been made in a report by the UK parliament’s Science and Technology Committee which has been looking into the impacts of social media and screen use among children — to consider whether such tech is “healthy or harmful”.

“Social media companies must also be far more open and transparent regarding how they operate and particularly how they moderate, review and prioritise content,” it writes.

Concerns have been growing about children’s use of social media and mobile technology for some years now, with plenty of anecdotal evidence and also some studies linking tech use to developmental problems, as well as distressing stories connecting depression and even suicide to social media use.

Screen time inhibits toddler development, study finds

Although the committee writes that its dive into the topic was hindered by “the limited quantity and quality of academic evidence available”. But it also asserts: “The absence of good academic evidence is not, in itself, evidence that social media and screens have no effect on young people.”

“We found that the majority of published research did not provide a clear indication of causation, but instead indicated a possible correlation between social media/screens and a particular health effect,” it continues. “There was even less focus in published research on exactly who was at risk and if some groups were potentially more vulnerable than others when using screens and social media.”

The UK government expressed its intention to legislate in this area, announcing a plan last May to “make social media safer” — promising new online safety laws to tackle concerns.

The committee writes that it’s therefore surprised the government has not commissioned “any new, substantive research to help inform its proposals”, and suggests it get on and do so “as a matter of urgency” — with a focus on identifying people at risk of experiencing harm online and on social media; the reasons for the risk factors; and the longer-term consequences of the tech’s exposure on children.

It further suggests the government should consider what legislation is required to improve researchers’ access to this type of data, given platforms have failed to provide enough access for researchers of their own accord.

The committee says it heard evidence of a variety of instances where social media could be “a force for good” but also received testimonies about some of the potential negative impacts of social media on the health and emotional wellbeing of children.

“These ranged from detrimental effects on sleep patterns and body image through to cyberbullying, grooming and ‘sexting’,” it notes. “Generally, social media was not the root cause of the risk but helped to facilitate it, while also providing the opportunity for a large degree of amplification. This was particularly apparent in the case of the abuse of children online, via social media.

“It is imperative that the government leads the way in ensuring that an effective partnership is in place, across civil society, technology companies, law enforcement agencies, the government and non-governmental organisations, aimed at ending child sexual exploitation (CSE) and abuse online.”

The committee suggests the government commission specific research to establish the scale and prevalence of online CSE — pushing it to set an “ambitious target” to halve reported online CSE in two years and “all but eliminate it in four”.

A duty of care

A further recommendation will likely send a shiver down tech giants’ spines, with the committee urging a duty of care principle be enshrined in law for social media users under 18 years of age to protect them from harm when on social media sites.

Such a duty would up the legal risk stakes considerably for user generated content platforms which don’t bar children from accessing their services.

The committee suggests the government could achieve that by introducing a statutory code of practice for social media firms, via new primary legislation, to provide “consistency on content reporting practices and moderation mechanisms”.

It also recommends a requirement in law for social media companies to publish detailed Transparency Reports every six months.

It is also for a 24 hour takedown law for illegal content, saying that platforms should have to review reports of potentially illegal content and take a decision on whether to remove, block or flag it — and reply the decision to the individual/organisation who reported it — within 24 hours.

Germany already legislated for such a law, back in 2017 — though in that case the focus is on speeding up hate speech takedowns.

In Germany social media platforms can be fined up to €50 million if they fail to comply with the NetzDG law, as its truncated German name is known. (The EU executive has also been pushing platforms to remove terrorist related material within an hour of a report, suggesting it too could legislate on this front if they fail to moderate content fast enough.)

The committee suggests the UK’s media and telecoms regulator, Ofcom would be well-placed to oversee how illegal content is handled under any new law.

It also recommends that social media companies use AI to identify and flag to users (or remove as appropriate) content that “may be fake” — pointing to the risk posed by new technologies such as “deep fake videos”.

More robust systems for age verification are also needed, in the committee’s view. It writes that these must go beyond “a simple ‘tick box’ or entering a date of birth”.

Looking beyond platforms, the committee presses the government to take steps to improve children’s digital literacy and resilience, suggesting PSHE (personal, social and health) education should be made mandatory for primary and secondary school pupils — delivering “an age-appropriate understanding of, and resilience towards, the harms and benefits of the digital world”.

Teachers and parents should also not be overlooked, with the committee suggesting training and resources for teachers and awareness and engagement campaigns for parents.

Via Natasha Lomas https://techcrunch.com

[georgesalteracademy]

Olympic Athletes visit GSA

On Monday 8th October GSA were privileged to host two Olympic athletes who came in to deliver sessions on PSHE day to all year groups.

The athletes were Double Olympian swimmer Ekaterina Avramova and Winter Olympian speed skater Kathryn Thomson.

They delivered assemblies on the importance of having a growth mindset, being resilient and overcoming setbacks/challenges. A fantastic opportunity for the students here at GSA which left many feeling inspired and motivated to go on achieve their goals.