How Schools Can Strengthen Data Protection Compliance in 2026
New data protection changes are landing across the UK education sector, and they’re not just “for the DPO”. The Data (Use and Access) Act 2025 (DUAA) introduces updates that affect how schools share information for safeguarding, how they handle concerns from parents and staff, and what they should expect from suppliers whose services are used by children. Most school leaders already know the basics: minimise data, secure access, train staff, keep policies current. The harder part is staying on top of what’s changed and turning it into a simple, repeatable process. Here’s a practical checklist to help get organised this term, without drowning in jargon. What’s changed for schools A clearer route for lawful sharing (including safeguarding) The DUAA introduces changes to how lawful bases and “by design” expectations operate in practice. For schools, the impact is most visible in day-to-day decision-making: being confident about when you can share information, documenting why you shared it, and ensuring access is restricted to the people who genuinely need it. A stronger expectation of “complaints-ready” data protection One of the key shifts signposted in DUAA and associated regulator comms is that organisations are expected to make it easier for people to raise concerns about data use, and for those concerns to be handled consistently. For schools, that means moving away from “email the office and we’ll see” to a clear, documented route with ownership and timelines. More pressure on children’s data protections (and your supplier chain) The DUAA contains explicit provisions on “data protection by design” for children’s higher protection matters. In school terms: if an online service is likely to be accessed by pupils, you should expect stronger evidence from suppliers on how children’s data is protected, how profiling is avoided/limited, and how defaults are set. Where schools typically fall short Even well-run schools tend to trip up in the same places, usually because processes evolved over time and nobody stopped to standardise them. DPIAs that don’t keep pace with procurement New tools arrive fast: assessment platforms, messaging apps, behaviour trackers, CPD portals. DPIAs are often missed or left half-finished, which becomes painful when a concern is raised and you need to evidence due diligence. SARs handled “case by case” instead of as a workflow Subject Access Requests can become stressful when there’s no consistent method for logging, searching, redacting, and responding, especially when information lives across emails, documents, and multiple platforms. Over-reliance on consent Schools sometimes default to consent because it feels safest. But consent can be withdrawn, and it’s not always the most appropriate lawful basis for core school functions. The result is messy record-keeping and avoidable risk. Limited visibility of third-party processing Many schools can list their systems, but fewer can confidently answer: What exact data does each supplier hold? Where is it stored? Who can access it? What’s the retention policy? Under stronger expectations for children’s data, this visibility matters more. A practical compliance checklist for 2026 Schools that want to get ahead of the June deadline and align with the broader DUAA changes should prioritise the following steps. 1. Audit current data processing activities. Update your Records of Processing Activities (ROPA) to reflect every system, platform, and process that handles personal data. If you last reviewed this more than twelve months ago, it is overdue. 2. Review EdTech supplier contracts. Check that every supplier processing student data can demonstrate compliance with the DUAA’s children’s higher protection requirements. Where contracts are silent on this, raise it before renewal. 3. Build a formal complaints handling procedure. This must be in place before June 2026. It should include a clear submission route (not buried in a policy document), defined response timescales, a named responsible person, and a logging system for tracking outcomes. 4. Update privacy notices. Reflect the new recognised legitimate interests basis where applicable, particularly around safeguarding and emergency response data sharing. Review SAR wording to ensure it aligns with current ICO guidance. 5. Train key staff. Designated Safeguarding Leads, office managers, and anyone handling data requests should understand when and how pupil data can be shared under the new lawful basis. This is not just a DPO responsibility. 6. Set a regular review cycle. Data protection compliance is not a one-off exercise. A termly review, even a brief one, will catch gaps before they become problems. How technology can help If your data is scattered across spreadsheets, inboxes, paper files, and disconnected apps, compliance becomes manual effort, and manual effort is the first thing to slip in a busy term. A well-designed school management system can support data protection in schools by making “good practice” the default: centralised records, role-based permissions, clear audit trails, and more consistent reporting. The big win is not flashy features, it’s fewer places for data to hide, fewer people with unnecessary access, and faster responses when something needs checking. Cloud-based platforms can also reduce risk associated with local storage and unmanaged updates, while making it easier to pull together information for SARs or internal reviews, because the data is organised in one place, rather than stitched together at the last minute. Act before September The June 2026 complaints deadline is the most immediate pressure point, but schools should treat the broader DUAA changes as a prompt to review their entire data protection posture. Waiting until September, when new systems and staff arrive, makes the task harder. The summer term is the window to get this right. If you use the checklist above as a termly rhythm, compliance becomes steadier, lighter, and far less reactive.
England’s fragile school estate needs permanent solutions despite progress on RAAC, MPs say
Despite government progress towards removing RAAC from schools, significant concerns remain about the condition of England’s school estate, MPs warn today. The cross-party Education Committee has today published its report, ‘Foundations of Learning: Replacing RAAC and Securing School Buildings’. MPs on the cross-party committee find that despite the government making significant progress in removing and remediating RAAC, the experience has affected the learning and well-being of pupils. Where RAAC remains an ongoing problem, they say temporary solutions cannot substitute for permanent fixes. Reinforced autoclaved aerated concrete (RAAC) emerged as a major issue in 2023, when several buildings with RAAC rated ‘not critical’ collapsed. Designed to be lighter and easier to install than traditional concrete, RAAC which is beyond its intended lifespan can sometimes cause buildings containing it to collapse suddenly and without warning. School leaders told the Committee that identifying RAAC led to disruption and uncertainty for schools. They said schools with RAAC remaining had to rely on disruptive temporary solutions such as marquees or modular buildings. The Committee says the government’s efforts to professionalise estate capability, strengthen resilience and to improve transparency are important advances, but more action is required, particularly on the information that is held about school buildings. The MPs recommend that all responsible bodies should undertake a structured survey and risk assessment of higher-risk building types every three to five years. MPs also say the crisis has highlighted issues with the ageing and fragile condition of England’s school estate. As of 2023, 38% of school buildings were beyond their estimated design life, including 10,000 built before 1940, according to the National Audit Office. “Incremental fixes will not suffice,” the Committee says. It calls for the government to publish its promised estate strategy without delay, setting clear milestones for reducing the maintenance backlog and replacing life-expired buildings. It also recommends that the government should align its work to address safety concerns with its goals to ensure mainstream schools are inclusive of children with special educational needs and disabilities (SEND). All school buildings should be inclusive for children with a wide range of SEND needs and should provide an excellent learning environment for all children, MPs say. Chair of the Education Committee, Helen Hayes MP, said: “The government has taken significant action to remove and remediate RAAC from England’s schools, but the RAAC crisis has come with a cost for the teachers, parents and most importantly pupils who have suffered serious disruption as a result. “This crisis has laid bare the concerning condition of much of the school estate in England as a consequence of years of underinvestment. While this may require a great deal of work to fix, the quality of school buildings has a significant impact on pupils’ learning and every child deserves to be taught in a safe, secure and fit for purpose school environment. “I call on the government to publish its promised strategy for the estate as soon as possible, so we can ensure every child has access to the environment they need to thrive.”
New progress framework revolutionises SEND assessment and support
A groundbreaking blueprint for tracking progress for pupils with SEND has been developed and launched by Outcomes First Group (OFG) – the UK’s largest provider of specialist provision. The new framework – ‘Progress X’ – is designed to transform SEND assessment and support – an area the Department for Education (DfE) identified as challenging but essential in the recent Curriculum and Assessment Review. ‘Supporting the needs and abilities of all children and young people with special educational needs and disabilities (SEND) must be underpinned by an accountability system that captures and celebrates the progress of all of them and so incentivises schools to provide an inclusive curriculum.’ Professor Becky Francis CBE, Review Chair. The launch of Progress X comes at a pivotal time ahead of the publication of the Schools White Paper, as mainstream settings gear up towards becoming more inclusive. Commenting on the launch, Dr Rebecca Lawton, Quality and Compliance Director, at OFG, explained, “Schools must be supported and incentivised, to enable them to reintegrate SEND pupils successfully. Reducing the often hyper focus on high-stakes exams, and presenting SEND performance data separately, would encourage greater engagement without fear of negatively impacting overall school performance. It would also positively recognise the myriad of talents and achievements of pupils with SEND. “Traditional academic measures like SATs and Progress 8 don’t reflect the progress of many pupils with complex needs. These tools often overlook vital areas of development such as independence, creativity, and sporting achievement. Many of our children simply cannot access formal testing, and these metrics risk demotivating pupils, families, and staff. “Determined to set high aspirations while recognising the unpredictable nature of progress, the Progress X framework provides a personalised approach to tracking pupil development. EHCP targets are used to create tailored learning goals, reviewed every half term by multidisciplinary teams. Progress is assessed using a developmental scale – emerging, developing, secure, mastery – allowing for flexible, responsive support. “A centralised dashboard enables analysis of pupil progress by school, region, diagnosis, gender or other key factors. It tracks pupil destinations after leaving school, compares performance to national data where it is available, and where none is available, our extensive data set can create a new benchmark. ‘The dashboard allows rapid responses to queries and provides unprecedented insight into SEND pupil progress. The framework standardises assessment across different school types, ages, and local authorities, allowing meaningful comparisons and informed decision-making. Going forward, we believe Progress X has the potential to shape sector-wide standards and are sharing our learning with policymakers to ensure every pupil’s progress is recognised and celebrated.” For this academic year alone, Progress X has enabled Outcomes First Group to monitor progress for 2,100 pupils, tracking over 21,000 personalised targets aligned with EHCP goals. The data is helping the Group build a rich picture of pupil progress with the first full Group-wide data set expected in Summer 2026. For more information please visit
Raising the Standard of School Supplies: From Textbooks to Lunchboxes
School leaders navigate a delicate balancing act. On one side sits the unavoidable pressure of budget constraints and financial accountability, while on the other rests the non-negotiable duty of care owed to every student who walks through the school gates. Every textbook placed on a desk, every meal served in the canteen, and every piece of equipment used in the classroom is a decision that affects both the bottom line and student wellbeing. Too often, procurement decisions are made in isolation by different departments, each viewing purchasing solely through the narrow lens of reducing costs. However, what’s needed is a holistic approach that recognises the strategic leverage of purchasing power. It’s an opportunity to turn buying decisions into a chance to enforce rigorous safety and quality standards across every category of school provision. Defining gold standard quality in supplies The first step to raising the standard of your school resources is establishing what that gold standard looks like. It can be easy to rely on vague assumptions, but quality can be subjective so measurable criteria need to be built into decision-making. In the realm of textbooks and classroom equipment, for example, that might look like durability. A slightly more expensive resource that lasts three times longer than its cheaper alternative offers genuine value, reducing replacement costs and the environmental impact of recurring disposal. Alignment with the curriculum naturally matters too. Materials need to support pedagogical goals rather than just filling shelf space, which will in turn help to boost school ratings. Likewise, look for non-toxic materials in art suppliers, age-appropriate designs for science equipment, and robust data security protocols for digital resources to prevent cyber threats and ensure full GDPR compliance. Reliability matters enormously when lesson plans depend on technology functioning seamlessly, so technical support responsiveness is a critical selection criterion. Vetting suppliers for non-negotiable safety standards Food safety is one of the highest risk areas in school supplies. The consequences of failures here are immediate and potentially catastrophic. Allergies affect growing numbers of children, and reactions range from mild discomfort to life-threatening anaphylaxis, so it’s an area that demands strict protocols. There’s an escalating need for robust, proactive allergy management and schools need to think beyond reactive responses to individual cases, and instead embed systematic safeguards into their procurement processes from the outset. When it comes to maintaining the highest safety standards, vetting suppliers ruthlessly is essential. This means not just examining the quality of the end product but the entire production process, including documenting allergen controls, checking for evidence of staff training, and ensuring there are transparent traceability systems in place. Sourcing food from suppliers who maintain the highest standards of quality and food safety provides genuine peace of mind. For example, established artisan bakers operating in nut-free environments, such as Panificio Italiano, exemplify the kind of specialist supplier that takes allergen management seriously. Working in a controlled production environment eliminates cross-contamination risks that can plague larger, multi-product facilities. It’s this level of supplier commitment that transforms food safety into a cornerstone of student welfare. Implementing a “procurement for purpose” strategy Implementing a “procurement for purpose” strategy means translating these principles into practical frameworks. Schools need strict evaluation criteria that heavily weight safety certifications, quality checks, and ethical sourcing alongside price considerations. This doesn’t mean ignoring costs, as naturally budgets need to be a contender for which business you work with, but it means recognising that the cheapest option can sometimes prove more expensive when hidden costs of replacement, risk, and reputational damage are factored in. The choice of suppliers can’t remain the preserve of business managers alone. Involving key stakeholders brings essential expertise to the table. SENCOs understand specific student needs and vulnerabilities, catering managers have detailed operational knowledge, and business managers can contribute all-important financial acumen. Taking a collaborative approach ensures all supplier decisions reflect the full complexity of school provision. Most importantly, the process shouldn’t end when the contracts are signed. Make sure that spot checks and mandatory reporting are implemented to create ongoing accountability. Suppliers who know their performance will be scrutinised consistently are far more likely to maintain high standards versus those who only face reviews once a year or through passive monitoring. Active oversight communicates the seriousness of quality and creates relationships based on a shared commitment to excellence rather than just transactional exchanges. Building trust through quality Quality needs to be at the heart of every procurement decision, not just to reduce the stress that comes from dealing with inadequate supplies and materials but also in the morale boost that comes from knowing that the supplies your school depends on protect your staff and students. Parents notice when schools demonstrate a tangible commitment to welfare through clear, rigorous procurement policies. This visibility builds trust and confidence in school leadership. Ultimately, raising the standard of school supplies is more than just prudent management. It embodies your school’s fundamental values, proving through everyday decisions that every child’s safety and flourishing genuinely matters. By Dakota Murphey
Schools urged to tackle children’s “beige diet” as experts warn routine shapes eating habits
Ultra-processed and ‘beige’ foods now make up two-thirds of calories in UK school lunches, experts have warned. Despite dietary guidelines, around 80% of UK children eat less than the recommended number of vegetables, with one-third consuming less than one portion a day. At the same time, nearly half of toddlers’ daily calories now come from ultra-processed foods, rising to around 60% by age seven, with these products accounting for almost two-thirds of calories in typical UK school lunches. Dietitians warn this pattern is contributing to what is increasingly referred to as a “beige diet”, meals dominated by chips, pasta, bread, and processed foods, with minimal exposure to colour, texture, or fresh ingredients. While often labelled as picky eating, specialists are drawing attention to the sensory, cultural, and environmental factors shaping children’s food habits, and the powerful influence of routine and exposure. “Children’s eating habits don’t exist in isolation,” said Elizabeth Knight, Head of Prep School at Wycliffe College. “What we’re seeing isn’t just fussiness, it’s a response to routine, exposure, and environment. Schools are uniquely positioned to interrupt the beige cycle, not by forcing change, but by normalising variety.” School dining rooms offer consistent exposure to different foods, peer role modelling, and structured routines that remove pressure and negotiation. Research shows that when children regularly see others enjoying a wider range of foods, their own willingness to try increases gradually over time. At home, however, many parents face increasing pressures around time, cost, and convenience, often reinforcing cycles of sameness, even when families want to introduce more variety. 8 Steps to encourage children to try new foods Experts emphasise that change doesn’t require battles at the dinner table. Instead, small, consistent shifts can make a meaningful difference: “The aim isn’t to create adventurous eaters overnight,” added Elizabeth. “Progress often looks slow, but it’s cumulative and when children experience variety without pressure, both at home and at school, confidence builds. “School meals are not just about nutrition; they’re daily opportunities to support wellbeing, inclusion, and food confidence.” The findings point to a need to move away from blaming parents or children, and towards recognising school food as a powerful tool for wellbeing, equity, and long-term public health.
Geography homework my students actually want to do
I once set my Year 8 Geography class a homework task of writing the ending to a short story about a plane crash in a remote tropical rainforest. The students were gripped. They couldn’t wait to start. They later handed in pages and pages of writing, full of creativity and wild decision making. It was, in fact, the best KS3 homework turnout of my career so far. There was just one problem: not one student mentioned the drip-tip leaves, lianas or buttress roots we had learned about. Rainforest climate? Nutrient cycles? Animal adaptations? Nowhere to be found. Instead, I read about survivors turning to cannibalism, slaughtering sloths for their fur or rewiring the plane’s engine. Hours of reading later, I admitted defeat: little to no geographical knowledge had been consolidated The task had been brilliant for creativity and decision-making, but as a geography homework, it was a disaster. That experience made me realise how much we need homework that combines engagement with genuine consolidation of learning. Research from the Cambridge Assessment Summit of Education 2019 into gamification, game-based learning and play-based approaches showed that interactive, decision-focused tasks can increase motivation and encourage participation. These approaches can help students to actively construct knowledge rather than passively absorb it, creating more purposeful engagement with learning. When applied to homework, tasks that blend play, creativity and problem-solving can support transferable skills such as critical thinking and teamwork, while also helping students consolidate curriculum knowledge in an engaging and meaningful way. That’s exactly why, years later, I now use BBC Bitesize’s Planet Planners on Roblox as part of my KS3 homework repertoire. Planet Planners from BBC Bitesize on Roblox is a free, curriculum-aligned, interactive game on Roblox that allows students to explore realistic global environments and make decisions relating to human and physical geography topics. For example, students can choose which coastal management strategies to implement, how to mitigate natural hazards or how to manage population and resource challenges. Students can see the consequences of their decisions reflected in tangible social, economic and environmental metrics. The game also taps into the kind of digital gameplay students are familiar with. So, doing homework feel less like a chore and more like an immersive, interactive experience. For my classes, I assign specific scenarios linked to recent lessons and ask students to download the end-of-scenario report when they are done. This provides both evidence of completion and an immediate insight into their understanding and decision-making without requiring marking. To make things even more engaging, I introduce a bit of friendly competition: students can try to beat each other’s scores or compete in teams of up to four. I often also complete the scenario myself so they can attempt to beat my score too. This approach encourages thoughtful engagement, reflection on choices and consolidation of geography knowledge, all while keeping the experience fun and game-like. A far cry from writing about cannibalistic plane crash survivors. Planet Planners from BBC Bitesize on Roblox demonstrates that homework can be both educational and enjoyable. It’s a great new way to extend classroom learning with an assignment that students actually want to complete. To access Planet Planners from BBC Bitesize on Roblox, visit: www.bbc.co.uk/bitesize/articles/z3tf239 Charlton Wilson is Head of Geography (TikTok: @thegeographyteacheruk)
Helping children see themselves as scientists (and why it matters)
Ask a group of young children to draw a scientist and many will still draw the same familiar image. A lab coat. Wild hair. Test tubes and explosions. Often a man. Decades of research using draw-a-scientist tasks show that, while children’s views of science are slowly broadening, stereotypes remain stubbornly persistent, particularly in the primary years. These drawings reflect deeper beliefs about who science is for, who is likely to be good at it, and who belongs. Long before pupils choose GCSE options, many have already decided whether science feels like something “people like me” do. Research on science identity suggests these early perceptions shape confidence, participation, and long-term engagement with the subject. The challenge for teachers is that these beliefs are rarely formed through a single moment or message. They are built gradually, through everyday classroom experiences that often go unnoticed. How early ideas about science take shape In the early and primary years, children are highly attuned to patterns. They notice whose ideas are praised, what kinds of examples appear in lessons, and which answers are treated as “scientific”. Over time, these experiences combine to form a quiet narrative about what science looks like and who fits within it. This is where the idea of science identity becomes useful. A child’s science identity is shaped not just by attainment, but by whether they feel recognised, capable, and included when science is happening. Closely linked to this is the concept of science capital: the experiences, language, and connections that make science feel familiar and achievable. When science is presented narrowly, children without prior exposure or confidence may disengage early. When it is framed as something wider and more human, more children begin to see a place for themselves. Why representation matters more than ever Representation is often misunderstood as an add-on, something addressed through a display or a themed lesson. In reality, it is embedded in the fabric of daily teaching. Children notice patterns in the scientists they encounter. If science is repeatedly linked to a narrow set of careers, personalities, or ways of working, children who do not recognise themselves in those patterns may quietly opt out. This is particularly significant at a time when schools are rightly paying closer attention to inclusion, diversity, and aspiration. Representation is not about lowering expectations. It is about widening the story we tell about science so that it reflects reality. Scientists work outdoors and indoors. They collaborate, communicate, test, fail, revise, and try again. They come from different backgrounds and bring different strengths. When children see this range reflected consistently, science begins to feel more accessible. Broadening children’s mental picture of scientists A helpful starting point is to reflect on what children encounter across a typical week of science lessons. Who appears in the examples you use? What kinds of problems are being explored? Where does the science seem to take place? Many children still associate science with a narrow set of images and settings. Introducing short, regular references to a wider range of people working in science-related roles can help challenge these assumptions. These do not always need to be detailed biographies. Brief mentions of a marine biologist tracking pollution, a technician maintaining hospital equipment, or an engineer designing safer playground surfaces can expand children’s understanding of who scientists are and what science looks like in practice. Crucially, these examples work best when they are woven naturally into lessons rather than presented as special events. The aim is not to single out differences, but to normalise variety and show that science is done by many kinds of people, in many places, for many purposes. Language that invites everyone in One of the simplest and most effective shifts teachers can make is in how they talk about science learning. When praise consistently centres on getting the right answer quickly, rather than also valuing scientific thinking and process, children who are cautious or less confident may conclude that science is not for them. By contrast, linking feedback to scientific behaviours helps all children see themselves as legitimate participants. Observing carefully, asking questions, explaining thinking, testing ideas fairly, and changing your mind in response to evidence are all things children can practise, regardless of starting point. Using phrases such as “You’re thinking like a scientist because…” helps reposition science as something children do, rather than a fixed label about who they are. The power of talk routines Classroom talk plays a central role in shaping scientific identity. Children need regular opportunities to articulate ideas, hear others’ thinking, and refine their explanations. Simple structures can make a significant difference. Sentence stems such as “I notice…”, “I wonder…”, and “I think this because…” support children in sounding and feeling more scientific. Pair talk before whole-class discussion gives everyone a rehearsal space and increases participation, particularly for children who rarely volunteer. Over time, these routines help children internalise the language and habits of science, making them feel more confident contributing. Making careers links feel real Career education does not need to wait until secondary school. Even in primary classrooms, small and specific links can help children understand how science connects to the world beyond school. For example, observation skills can be linked to the work of vets, comparing evidence to forensic science, or testing materials to the work of sound engineers. These moments help children see science as purposeful and relevant, rather than abstract. Research suggests that early exposure to a wide range of science-related careers is particularly important for children who may not encounter these roles outside school. When they can see where science might lead, and how it relates to real lives and communities, engagement and aspiration are more likely to grow. A final thought Helping children see themselves as scientists is not an optional extra. It is part of inclusive, high-quality science teaching. When we broaden the stories children hear about who does science, and when we make scientific thinking something everyone practises every day, we open doors that might otherwise close
BBC Bitesize helps teens separate fact from fiction
Pupils have been referencing Hollywood sci-fi movies and social media influencers opinions as facts in their work, teachers have revealed. Critical thinking and media literacy are now seen as essential skills for young people, yet many schools lack the resources to teach them, according to new research with teachers, commissioned for BBC Bitesize. Over half of teachers say they need more support to help pupils identify misinformation, as teens increasingly struggle to separate fact from fiction online, a challenge linked to rising anxiety levels. To bridge this gap, BBC Bitesize is launching Solve the Story, a six-part media literacy series designed to equip students, teachers, and schools with practical tools to tackle misinformation and disinformation. Premiering in schools on 5 January 2026, the series forms part of the Bitesize Other Side of the Storyinitiative and will help teenagers question what they see online, verify sources, spot fakes, and understand how misleading narratives spread. The roll-out comes amid mounting evidence that young people are struggling to manage the sheer scale and sophistication of online content. According to research commissioned by the BBC involving more than 400 teachers, critical thinking is now considered the single most important skill for young people, yet one in three teachers say it is difficult to teach, citing lack of time, resources and curriculum pressure. More than half of the teachers who took part in the research said they need more support in helping pupils recognise misinformation, and that media literacy is not covered well enough in the current curriculum. Teachers also warn that students are already “outpacing adults” online, with the rate of digital change widening the skills gap in the classroom. The research also suggests that parents echoed this concern, as many felt their own digital skills were already outdated. For young people, the effect of misinformation reaches far beyond the classroom as the impact is emotional as well as educational. New findings from this year’s Bitesize Teen Summit with Radio 5 Live suggests that two thirds of teenagers worry about fake news and online misinformation, causing confusion and contributing to rising levels of stress and anxiety. Patricia Hidalgo, Director of BBC Children’s and Education, said: “In today’s digital landscape, media literacy isn’t a luxury, it’s a necessity. Solve The Story will help schools to equip young people with the critical thinking tools they need to navigate online content confidently, verify what they see, and protect their mental well-being. This series is a vital next step towards empowering students and supporting educators in tackling misinformation, as we take Other Side of the Story into classrooms.” Available to schools and on the BBC Bitesize website, Solve the Story uses a six-part mystery series in which characters must apply media literacy skills to uncover the truth, by analysing sources, questioning assumptions, identifying deepfakes, challenging viral claims and spotting bias. Each episode is paired with a “how-to” guide offering clear, practical steps for teachers and resources for classroom use. Hundreds of schools up and down the country have already signed up to take part in the January launch, signalling strong demand for classroom-ready tools to help pupils navigate online misinformation. The first episode will be shown in schools on 6 January, with new episodes released weekly until the finale event in February. Solve the Story is the first content series created for schools from Bitesize Other Side of the Story, which was launched in 2021 to help students navigate the online world and be more critical of the information they consume. Bitesize Other Side of the Story provides articles, videos, quizzes and other resources and workshops in secondary schools to help students be more curious about the news and information they see and share online. It also equips them with the tools to create content responsibly, stay safe online and avoid scams, be more aware of different types of media, think more critically and become more positive digital citizens. The BBC commissioner for Solve the Story is Andrew Swanson. The video content can be found www.bbc.co.uk/bitesize/groups/c4gqzw1kxn6t and Other Side of the Story can be found www.bbc.co.uk/bitesize/groups/c0rx3447znvt TEACHER CASE STUDY Amy, English Teacher, Manchester “CRIMINALS USE THAT KIND OF MISINFORMATION TO LURE VULNERABLE KIDS IN BY SHOWING THEM A GLAMOROUS LIFESTYLE” Amy, an English teacher at a secondary school in Manchester, sees first-hand how quickly misinformation online shapes what her students believe. One of the most alarming examples is how many genuinely think glamorous “prison freestyle” videos on social media are accurate depictions of real life. “They really believe that’s what prison is like,” she says. “The videos make it look easy or exciting. Criminals use that kind of misinformation to lure vulnerable kids in by showing them a glamorous lifestyle and telling them crime can get them there. That’s what scares me the most.” But the prison clips are just one part of a much bigger issue. Amy says many of her pupils are convinced they’re “too smart” to be tricked by anything online. “They’ll laugh at obviously fake AI videos and say, ‘that’s so AI’, but underneath that is a belief that they can’t be fooled. If I tell them something isn’t real, they argue back. They think teachers don’t understand technology, and they automatically trust what they see online more than what we tell them.” She has seen conspiracy theories spill directly into schoolwork. “We’ve had essays referencing ‘the matrix’ and huge conspiracy theories, because they’ve come from influencers like Andrew Tate. Those opinions really appeal to them because they’re presented as ‘facts’. It’s frightening how quickly those ideas embed.” Challenging this isn’t always straightforward. “Teenagers don’t want to believe anything that contradicts what they’ve seen on TikTok or YouTube. Sometimes they push back so hard that it becomes something we pick up with safeguarding, simply because it needs a wider team around it. Mentors and form tutors help us challenge the misinformation as a team.” Social pressures add another layer. “Their friendship groups feel like they span the whole internet, so the biggest fear is embarrassment. Anything taken out of context can spread quickly, and at our school the fear of parents seeing them do something they shouldn’t is huge. The consequences feel enormous to them.”
The New Standard in School Security: Best Practices for Hardening Vulnerable Access Points
Educational security has changed considerably in recent years, with new threats emerging, both digital and physical. Yet despite the increased awareness and investment, many school leaders discover that their security still contains critical gaps. The issue tends to stem from a common blind spot: while main entrances receive appropriate attention and resources, secondary access points like car parks, storage facilities or sports hall entrances remain surprisingly vulnerable. The solution lies in what security professionals call “hardening”, the process of making every aspect of your building structurally resistant to forced entry, not just the obvious points of access. All buildings need protection to some degree against criminal activity, but intruders tend to select targets where their attacks will inflict the most damage and impact, which puts schools at risk. For this reason, hardening vulnerable but often overlooked points is essential. Identifying and auditing high-risk access points The first step to effective security hardening is carrying out a vulnerability audit. More in depth than a cursory inspection, this requires a detailed walkthrough to identify every possible entry point throughout the building that might be less obvious but are just as vulnerable to a break-in. Think ground-floor windows in older wings that might not be used as much, flat roof access points near bin stores, service doors ticked behind outbuildings, or delivery entrances that are frequently used but maybe not as supervised. You also want to map out where key assets are stored throughout the site. Where does your school store high-value IT equipment? Which buildings house specialist sports apparatus or maintenance tools? These locations demand maximum protection because they’re primary targets for both opportunistic theft and planned intrusion. You can then overlay your asset map with your access point inventory to prioritise security investments where they deliver greatest impact. Best practices solutions for physical hardening Large apertures are a particular challenge in educational settings. Sports hall entrances, maintenance garages, and delivery points often feature substantial openings that can’t be secured properly with conventional doors. These locations demand purpose-built solutions such as high-grade roller shutters. As the experts at CDC Garage Doors explain: “One of the biggest security advantages of roller shutter garage doors is that they form a sturdy physical barrier when closed. The interlocking metallic slats are typically made from robust aluminium or galvanised steel, which is challenging to cut through or pry open.”. Properly specified industrial shutters withstand repeated daily use while still maintaining their security integrity over many years of service. Installing anti-shatter film to windows and glass doors provides an economical first line of defence, making rapid entry for intruders considerably more difficult and time-consuming. Likewise, for IT suites and equipment stores, fixed or barriered windows eliminate vulnerabilities entirely and keep that all-important natural light. Finally, fire escape doors are a common challenge and require mechanisms that ensure they remain secure when they’re not in emergency use but still function flawlessly when they’re needed. Modern panic hardware and alarmed systems resolve this problem perfectly. Perimeter security also deserves renewed attention during any hardening programme. Gates and vehicular access points need to meet the same exacting standards you’ve applied to pedestrian entrances, and CCTV systems need to be kept up to date, and equipment maintained for reliability. Inconsistency in boundary security undermines your investments elsewhere, as intruders naturally gravitate towards the weakest point in your defences. Integrating physical security with operational flow Physical barriers alone can’t deliver the level of security educational facilities need without operational protocols paired with them. Tiered access control ensures that staff members can only enter the areas appropriate to their roles. For example maintenance personnel require access to plant rooms and storage facilities that teaching staff never go into, and cleaners need different permissions again. Modern access control systems manage these distinctions seamlessly through role-based permissions to keep the building secure without hindering employees’ ability to do their jobs. On a similar note, traditional key management creates obvious vulnerabilities in educational settings. Keys can easily be lost, copied without authorisation, or inherited by staff who have changed roles or left employment. Switching to digital locking systems that track usage seamlessly provide significantly improved security for those hidden areas that get overlooked, and have the added bonus of simplifying admin. When combined with access control policies, they create an auditable trail that enhances accountability and rapidly identifies security breaches. Finally, operational continuity demands that the security measures you implement accommodate the realities of daily school life without creating bottlenecks, frustration or compliance issues. For example, you want to combine robustness with reliability, which demands materials like steel and GRP for high-traffic areas, that can withstand constant use without deteriorating or needing constant maintenance. Doors, locks, and technology implementation also needs to satisfy fire safety regulations and local authority requirements too. Security hardening is a task that delivers substantial operational benefits over its lifetime. Certainly, there are the obvious safeguarding advantages for staff and students alike, but properly hardened facilities also typically qualify for reduced insurance premiums. They also incur significantly lower repair costs following security incidents. When this is evaluated across a ten or fifteen-year span, the financial case becomes compelling independently of security considerations. By Dakota Murphey