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 The research also suggests that parents echoed this concern, as many felt their own digital skills were already outdated.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
Salford schoolgirl’s Primary Engineer invention now attracting NHS interest
A young inventor has won Primary Engineer for creating colour-changing glasses that could help people with dyslexia read more easily, with the prototype already attracting interest from the NHS. Millie Childs developed the idea while she was a pupil at Light Oaks Junior School, taking part in Primary Engineer, a national STEM competition that challenges pupils to design creative solutions to real-world problems. Her invention, Rainbow Glasses, features a pair of glasses with interchangeable or adjustable coloured lenses designed to reduce visual stress and improve reading comfort for people with dyslexia. As part of the competition, engineers from Thales UK in Cheadle selected Millie’s design to turn into a working prototype. After months of research and testing, the team produced an LED-based solution that allows the lenses to shift between red, green or blue depending on the user’s needs. Millie, now a Year 7 pupil at Co-Op Academy Swinton, has gone on to win a Gold Award in the Primary Engineer MacRobert Medal, the sister award to the UK’s most prestigious engineering prize, the MacRobert Award. Her former teacher, Rob Entwistle, collected the award on her behalf during the ceremony in London last week. This week Millie returned to Light Oaks Junior School to talk about her invention and inspire the next generation of young engineers. Millie, 11, said: “My dyslexia has always made reading a challenge, so I wanted to invent something that could make it easier. Seeing the engineers turn my idea into real glasses has been incredible. The thought that they might one day help other people with dyslexia is something I’m really proud of.” Millie’s mum, Sarah, added: “Millie has loved every second of this experience and it has really motivated her. She has been excited through the whole journey and she is so hopeful about the future. Her grandad was an engineer and this is the sector she has always wanted to work in, and her dreams have been made into a reality.” Teacher Rob Entwistle said: “Millie’s idea stood out from the moment she presented it. She wanted to help others who faced the same challenges she did. Watching her idea grow from a drawing into a working prototype has been inspiring.” Zandra Wilkinson, Headteacher at Light Oaks Junior School, said: “Primary Engineer’s competition is an incredibly powerful activity for our pupils. It shows them that their ideas matter, that engineering is creative, and that they can solve real problems in the world around them.We are unbelievably proud of Millie. She has shown our whole school community what is possible, and we could not be more delighted for her.” Primary Engineer’s annual UK competition asks pupils aged 3–19 the question “If you were an engineer, what would you do?”. All entries are read and graded by professional engineers, with every pupil receiving a named certificate. Regional exhibitions and awards ceremonies then showcase shortlisted designs, with winners invited on stage to receive their awards. Millie was recognised as one of the winners at the Greater Manchester event in 2024, one of 25 regional UK awards, and her idea was selected to be built into a prototype and revealed in July 2025. Sam Hassan, Bid and Programme Management Graduate at Thales, said: “We had an amazing time working with Millie’s Rainbow Glasses idea. Over seven months we researched, planned, built and tested the design to create a prototype that met her expectations. Our journey included weekly meetings, input from researchers at the University of Georgia, delivering STEM lessons in Millie’s school and a visit from Millie and her friends to see the final prototype. “When we unveiled it we were thrilled to see the reaction, and even had a member of the NHS asking whether this might progress further.” UK schools can register for this free competition by visiting: https://leadersaward.com/the-competition
The School of Signs-the fun way to learn BSL
The School of Signs is Signature’s latest launch, aimed at providing primary schools with resources to deliver British Sign Language in classrooms. The School of Signs is a free programme of study, which has been developed over the past 18 months, with the aim of bridging the communication gap between deaf and hearing peers and giving all children the opportunity to learn BSL in a fun and engaging way. While developing the programme of study, Signature spoke with many teachers who were enthusiastic about introducing BSL into their classrooms but often faced challenges due to a lack of accessible resources. In response, Signature recognised that this programme was more important than ever. The School of Signs enables BSL to be implemented accurately and effectively in schools. The full programme of study consists of 20 online lessons, delivered by qualified Deaf BSL teachers from the Royal Association for Deaf People (RAD). Topics covered in lessons include emotions, family, days of the week and many more. Alongside the lessons, there is a fictional series called Codebreakers, produced by ITV Signpost, which follows two spies who go undercover in a school to uncover the mysteries behind the scenes. Each episode then applies the topic of a lesson to an exciting plot, which ensures the programme of study is exciting for children to be engaged with. The programme of study also consists of comprehensive resources, including lesson plans, homework quizzes, posters, and a video dictionary of all the signs covered. The School of Signs is more than teaching BSL in classrooms, it is a resource to improve inclusion in schools and children’s communication skills.
Teaching, leading and living with ADHD
Living with ADHD has shaped who I am, as a learner, a teacher and a leader. It’s brought plenty of challenges, but it’s also responsible for creativity, curiosity and perspective I wouldn’t change for the world. Growing up neurodivergent At school, I was bright, curious and academically voracious, but I often struggled to fit into the structures expected of me. I didn’t really experience the kind of restlessness or lack of focus people often associate with ADHD. In fact, I could concentrate deeply on things that interested me. I absorbed information quickly, helped by a strong tendency towards hyperlexia, and although I daydreamed a lot, I was usually able to get away with it because I learned fast. What I did struggle with was boredom. If something didn’t spark my interest, I’d quickly switch off, which sometimes led to misunderstandings about my motivation or attitude. Back then, ADHD wasn’t as widely recognised as it is now, and behaviours like mine were often seen as disobedience rather than signs of a different way of thinking. Those years weren’t easy, but they taught me resourcefulness and resilience. When you constantly have to find alternative ways to succeed, you develop problem-solving skills and a willingness to think laterally. What once felt like shortcomings, with the benefit of age and experience, I now see as strengths. From classroom to company Before founding EdShed, I worked as a teacher. I often recognised aspects of myself in some of the children I taught, particularly the ones who struggled to stay on task or were always being told off. I knew they weren’t being lazy or disruptive; they were simply wired differently. That experience undoubtedly influenced how I think about education today. It made me passionate about finding ways to make learning engaging for everyone, not just for those who naturally thrive in traditional systems, but for all children. That’s what we strive to do at EdShed: create tools that adapt to individual needs and make learning joyful and accessible for every child. Leading with ADHD My ADHD hasn’t gone away, and it’s something I live with every day. It brings huge bursts of energy and creativity, but also moments where focus and organisation don’t come quite so easily. Over the years, I’ve learned to build systems that help me manage those challenges, and I’ve surrounded myself with a team that complements my strengths and weaknesses. As a leader, I try to build an environment that celebrates difference, valuing empathy and flexibility, and recognising that people work best in different ways. When you create a culture where neurodiversity is understood and supported, everyone benefits. Rethinking how we support neurodiversity One of the things I feel particularly strongly about is how schools respond to neurodivergent learners. Too often, education focuses on compliance rather than curiosity, but when we make space for different ways of thinking and engaging with the world, we don’t just help those with ADHD, we create better learning environments for every child. Teachers play such a vital role here, and I’d love to see more training and open conversation around neurodiversity in education. Not to “fix” children, but to understand them. We’ve come so far, but there’s still so much more that can be done. Seeing ADHD differently Looking back, ADHD hasn’t been a limitation. It’s been a lens through which I see the world, a lens that gives me energy, creativity and empathy for others who think differently. It pushes me to innovate, to find new approaches and to keep learning. Above all, if there’s one thing I’ve learned, it’s the importance of seeing past the behaviour. Every child who struggles to do what others find easy still has enormous potential underneath that surface. When we approach them with compassion and curiosity, rather than judgement, we unlock not just their potential, but our understanding of what learning and success can truly look like.
Five simple shifts that improve primary science
Science is rightly a core subject in primary education, however, it can also receive less focus compared to subjects such as maths and English, which often take priority due to accountability and time pressures. Recent national findings reflect this picture. According to the Primary Science Teaching Trust, teachers’ confidence with science varies across schools. The Curriculum and Assessment Review adds that limited curriculum time and a lack of cohesion in how science is sequenced can leave pupils less secure in key scientific ideas before they move into secondary. Together, these findings point to a clear need to strengthen primary science, but the solutions do not have to be complex. Below are five simple shifts that any school can begin making now: 1.Prioritise and celebrate science Raising the status of science begins with deliberate visibility. When science is consistently seen, heard and referenced across the school, it signals that the subject is valued. Showcasing science through displays, assemblies or newsletters, celebrating whole-school science events, and engaging families with simple science ideas to complete at home all help to create a culture where science is part of everyday learning. This steady visibility builds pupils’ confidence and reinforces that science is for everyone. 2.Support your science lead A strong science lead can have a significant impact on the quality of science across a school, but only when they are given the time and support to lead effectively. Providing protected time, opportunities to engage with subject networks and access to high-quality professional learning ensures they stay informed and able to guide colleagues with confidence. When science leads feel trusted, equipped and supported by senior leadership, they can drive a coherent, whole-school approach that strengthens provision for every pupil. 3.Encourage purposeful practical work Practical science is most effective when it combines hands-on activity with minds-on thinking. When pupils are guided to ask meaningful questions, observe carefully and interpret what they have found, practical work becomes a powerful driver of scientific understanding rather than just a moment of excitement. Purposeful practical work does not need to be complex or time-consuming. Simple, well-structured investigations, focused observations and short, structured activities that build core scientific thinking can all help pupils make sense of key scientific ideas. What matters most is a clear learning intention: what should pupils notice, practise or explain, and how will the activity strengthen their understanding over time? 4.Prioritise curriculum design and implementation A well-designed primary science curriculum should feel manageable for teachers and meaningful for pupils, with clear progression that builds understanding over time. Thoughtful sequencing of substantive and disciplinary knowledge, consistent use of vocabulary and a shared understanding of the big ideas that underpin science help lessons connect rather than stand in isolation. Taking time to review long-term plans together, identify concepts that commonly lead to misconceptions and agree on what high-quality science looks like across the school creates consistency in both planning and practice. 5.Dedicate time for CPD Teacher confidence is one of the strongest drivers of high-quality science teaching, and regular CPD is essential for sustaining it. Whether delivered through staff meetings, paired planning or short, focused refreshers, ongoing professional learning helps teachers feel ready to lead investigations and teach more challenging concepts with accuracy and assurance. This does not require large budgets. Making use of free PD sessions, local networks and the expertise already within the school can build a confident, collaborative science culture. A sustainable way forward Strengthening primary science does not require sweeping reform. Small, intentional changes made consistently can have a significant impact on pupils’ experiences and outcomes. By raising the profile of science, supporting subject leadership, and giving teachers the time and confidence they need, schools can build a richer and more coherent science education for every child.
How we must make language learning real and relatable
For too many years, too many young people have struggled to see how language learning could be of use to them. Classroom tasks and resources that discuss skiing trips in France, for example, or foreign holiday essentials can for many, seem detached from the reality of their every day lives. Students today are growing up surrounded by multinational organisations and communities made up of a variety of different cultures and countries. With intrepid visits to and job opportunities in so many non-English-speaking countries, language-learning is becoming the key to unlock the world around them. And, despite an awareness of the growing importance of multilingualism, some students are still being put off. But consider this. How often do your students complete language projects that relate to their favourite hobbies, sports, people and shows? How clearly can they see themselves needing to use languages in the future, in everyday life scenarios and/or future careers? With budgets tight and school exchange trips often out of reach, how can our students see the benefits of language learning in the real world? How can we hook them in? Use real and relevant examples Bringing those real-world elements into the classroom gives every student a chance to see what’s out there, to understand different cultures and communities, and to foster their respect and curiosity in languages. Whether they are stories you can tell from your own experiences or from others in the languages department, simply bringing languages to life can be extremely impactful. Do you have any past students who have gone on to study languages at A level or university, any past students who use languages in their everyday life or job? Or ask students if they know anyone in their family or wider circle of friends who relies on languages and invite them to talk in school. If you’re lacking in-person examples, Pearson’s free, downloadable resources in the Languages in Life series provide a whole host of case studies and interviews with professionals. Sharing experiences Students need to see themselves, or others like them, using languages. Exchange trips aren’t always possible, so what about a virtual school partnership? Try linking up with another school so your students can use the language they are learning in order to communicate with people they want to get to know. Languages open many doors When it comes to careers, many students think learning languages means becoming a teacher or translator, when actually languages can lead to so many more opportunities. At Pearson’s More than Words: Celebration of Languages learning event, we heard from an award-winning film producer, a writer, a dancer and a police officer who all use languages in their lines of work. Another who worked in the football industry highlighted how foreign languages can be invaluable for physiotherapists, agents, medical staff, player care teams, sponsors, journalists and more. By exploring this with students, we show how languages link to other subjects students are learning. If they can see that languages may be complementary to their favourite subjects, this could make them feel more positive and engaged in the language classroom. Get parents on board Whether it’s speaking at an open evening or contributing to a booklet on the subjects available to study at GCSE, bring languages to life. If you can get parents to understand and see the benefits of language learning, then having their support makes for a very stable and positive foundation. If we want to see students opting to study a language at GCSE, if we can get students to see themselves and those they look up to or aspire to be using languages, and team that with making language learning fun, we can begin to chip away at this barrier to language engagement. By Rebecca Waker, Subject Advisor for languages at Pearson, formerly language teacher and lead practitioner of eight years.
NASBTT CEO praises ITT providers in Annual Conference address
“If the past 25 years have shown us anything, it’s that this sector doesn’t just survive change. It transforms through it.” That is the message from Emma Hollis, CEO of NASBTT, in her welcome address at the NASBTT Annual Conference 2025. Speaking to over 250 delegates attending the conference at BMA House in London, Emma revealed her pride in school-centred initial teacher training, its growth into a “thriving and successful sector” and NASBTT’s evolution since it was founded in 2000. “It feels incredibly special that our first face-to-face annual conference since 2019 coincides with our 25th anniversary,” she said. “Twenty-five years of NASBTT – that’s a quarter of a century of collective passion and perseverance – and during that time NASBTT has become the voice, the heart, and often the calm in the storm for our community. But what makes me proudest isn’t what we’ve built as an organisation – it’s who we’ve built it with.” Emma reflected on how NASBTT members have faced “some of the most profound changes the education landscape has ever seen,” and how ITT providers have repeatedly overcome adversity to welcome “thousands of trainees into the profession”. “The last few years in particular have tested us all – as educators, as leaders, and as human beings,” she commented. “Coming as they did in quick succession, the pandemic and the ITT market review didn’t just disrupt our work; they unsettled routines, communities, and confidence. In 25 years, the policies have shifted, the acronyms have multiplied, and the technology has evolved faster than any of us could have imagined. But the essence of great teacher training hasn’t changed one bit. It’s still built on relationships, mentoring, trust, and a deep belief in the potential of every child.” Whilst “some of those changes have worked to our benefit: growing our community, increasing our prominence, and amplifying our voice in the national conversation around teacher development policy,” Emma also admitted: “I’m not going to pretend we’re short of challenges.” She continued: “We know recruitment is tough. We know retention is tougher. We know workloads can be unsustainable and funding rarely stretches as far as it needs to. And we know the expectations on teachers have grown far beyond the classroom – teachers are mentors, counsellors, social workers, and just occasionally magicians who can make 30 children all listen at once. But I’m also endlessly hopeful. I see extraordinary examples every single day of providers, schools, and mentors finding creative solutions – adapting, collaborating, refusing to give up. Whether it’s embedding inclusive practice through ITT curricula, developing exciting and innovative new mentoring programmes or battling the indescribable pain of apprenticeship bureaucracy to offer a new route into teaching for your communities, every one of our members is playing a part in shaping the future of education.” Emma then turned her attention to NASBTT’s manifesto for change, The Future of Initial Teacher Training: How can we attract more people to the teaching profession and support school-based ITT providers to deliver high-quality training?. “We believe passionately in the five simple but powerful asks our manifesto sets out – and behind every one of those policy asks, there are people,” she explained. “When we talk about making teacher training affordable, we’re not talking about numbers on a spreadsheet, we’re talking about that brilliant career-changer who has dreamed for years of becoming a teacher but can’t afford to take the leap. When we talk about tackling public perceptions of teaching, we’re talking about restoring pride and confidence in a profession that changes lives – making it once again a career that the best and brightest actively aspire to join. And when that happens, diversity, innovation and excellence will follow. “When we call for incentives that encourage schools to engage in ITT, we’re thinking about the headteachers who want to be part of growing the next generation of teachers but simply don’t have the time or capacity to do so. When we advocate for a Teacher Professional Development Lead, we’re talking about the mentors, those unsung heroes who give so much of themselves to nurture new teachers, often without the recognition or structured support they deserve. And when we call for flexible working with less talk and more action, we’re thinking of the brilliant teachers and leaders who love their jobs but can’t always make the hours and demands work for their lives.” Looking ahead of the next 25 years, and the “choices to make”, Emma added: “We can continue to let change happen to us, or we can shape it, together. In the months ahead, we’ll continue to champion affordability in teacher training, push for a system that values inclusion, and strengthen the pathways that bring brilliant, diverse people into teaching. But we’ll do it our way, with thoughtfulness, collaboration, and optimism.” The conference features keynote addresses from Andrea Shepherd, Senior His Majesty’s Inspector, Ofsted; and Mark Sewards, Labour MP and member of the Education Select Committee. Other speakers include the Chartered College of Teaching, MillionPlus, nasen, National Institute of Teaching, NFER, Ofsted, Teacher Development Trust, and Twinkl. Panels cover System Leadership – Big Thinking, SEND and Inclusion in Initial Teacher Training, Delivering a Diverse Workforce of the Future, and The Future of Initial Teacher Training. Mosaic by Penrose Education is the headline sponsor. Other exhibitors and sponsors are Step into Teaching, Verbilly, Anspear, Proxima, Chartered College of Teaching, Iris Connect, Education Support, Teacher Development Trust, and Century. Download the NASBTT Annual Conference 2025 magazine.
Effective ways to support parents with online safety
Parents can play a vital role in keeping their children safe online, but they’re often left out of the conversation. It’s not always easy – staff confidence, the pace of new apps and trends, and sensitive topics like generative AI, screen time, smartphone use, bullying, and exposure to inappropriate content can all make these discussions challenging. However, in today’s digital world, online safety works best when schools and families work together. Children’s online lives are increasingly complex and ever-changing, with new platforms, trends, and risks constantly emerging. According to Ofcom’s Children and Parents: Media Use and Attitudes Report 2025, nearly half of teenagers now use all of the top five apps — YouTube, WhatsApp, TikTok, Snapchat, and Instagram. More than half (55%) of children under 13 use at least one social media platform, and Instagram use among 8-9 year-olds has risen sharply from 8% in 2023, to 14% in 2024. A third of 8-17 year-olds admit to giving a false age to access apps or websites, and up to a quarter have changed their date of birth since setting up their profile — with 8-12 year-olds most likely to do this on Snapchat. Starting the conversation When it comes to raising parent’s awareness of online safety, a drip-feed approach – incorporating short presentations into other events such as coffee mornings, parent evenings and celebration days, is more successful than yearly or termly standalone sessions. Co-presenting with students is very effective; they provide parents with an ‘insider’ view – sharing their firsthand experiences and knowledge of the latest trends, and can also be the ‘tech-experts’ demonstrating how to set privacy settings and controls on devices. Keep families informed with clear, consistent communication – from newsletters and parent portals to messaging apps. Parents may not always understand the latest risks around gaming, social media, or GenAI etc. so the key is to make sure all communication is jargon-free, accessible and practical, to increase parents’ confidence in talking to their children. Explaining trends in simple, relatable terms, and sharing easy-to-use guides and resources help families continue the conversation. Always use trusted sources, such as the NSPCC, Childnet or Internet Matters, to avoid overwhelming families with too much conflicting information. A two-way dialogue A joined-up approach is essential when concerns arise, so encourage a two-way dialogue, ensuring parents feel heard and involved. Reinforce clear procedures for reporting issues, whether they occur inside or outside the classroom. Monitoring systems can alert staff to potential risks, but timely and sensitive communication with parents is crucial to ensure concerns are acted on quickly and appropriately. Equally, parents should be supported to spot early warning signs of online harm at home and know how to respond. Home and school – a united front Online safety works best when schools and families act together. When policies mirror the guidance shared with parents and both model responsible technology use, students see consistent messages in every part of their lives. By highlighting positive digital choices and framing safeguarding around empowerment instead of fear, schools can build trust and a true partnership with families. To help schools, edtech charity, LGfL-the National Grid for Learning, has developed a free, comprehensive and practical resource for schools to use. The Parent Online Safety Toolkit https://parentonlinesafety.lgfl.net/, combines the latest research on young people’s online use and risks, with clear tips, conversation starters and resources for parents. It helps families keep up to date with new trends, apps and games, manage settings and controls, and talk to children about issues such as bullying, image sharing, AI chatbots, screen time, and staying safe from exploitation and grooming. When schools and families work together, they create a strong safety net that helps identify concerns early, respond quickly, and support children both at home and in the classroom. Open communication, consistent messaging, and shared responsibility are crucial components for this partnership, helping to give young people the confidence and skills to navigate the online world safely.