The Future of Education: What Learning Should Look Like in the 21st Century

Learning in the 21st century is taking place in a world that is constantly changing, and education must adapt to keep up. Advances in technology, globalisation and innovation are transforming industries. This shift is causing some careers to become obsolete while creating entirely new ones.

The World Economic Forum’s Future of Jobs Report predicts that 39% of workers’ existing skills will be transformed or become outdated by 2030. This means that the skills, mindsets and ways of thinking that guaranteed success in the past are no longer enough. The future workforce will need to be flexible, resilient and willing to learn continuously, and this preparation starts in education.

In this blog, we will answer an important question: how do we educate and prepare young people for an unpredictable future of education and work? We will also explain how educating young people now goes beyond preparing them for a single career to equipping them with the right skills for the future.

Schools Should Adopt Student-Centred Learning Models

Traditional learning has always viewed teachers as the primary source of information. However, in the 21st century, learning no longer takes place only within a classroom. Teaching is moving away from memorisation and exam-driven learning toward more learn-by-doing methods that promote deeper understanding and interpersonal skills. Exams and qualifications will always have their place, but learning models should focus on nurturing independent thinkers and problem-solvers.

For example, the “flipped classroom” is a new learning model designed to help students develop their independent study skills and maximise the teacher support they receive during lesson time. In this model, teachers use an online platform to share learning resources with students before a lesson. Students access this content in advance to conduct research and prepare questions about the topic. When students attend class, the time is now dedicated to group discussions, problem-solving and asking questions about the learning content. This allows students to work independently and deepen their understanding through collaboration with their classmates and guidance from their teacher.

This method is considered a more efficient use of resources and a more effective way to encourage young people to take the time to question their learning content, develop new ways to apply knowledge, and connect ideas. This also increases student engagement during lessons, enabling teachers to offer personalised support in the knowledge gaps identified by the students themselves. If you are interested in exploring how our programmes support students’ independent learning, you can connect with us to learn more.

Technology Helps to Support Both Teachers and Students

Digital learning platforms are creating broader access to education. With wider internet and smartphone access, students can explore more learning resources, various textbooks, and gain knowledge beyond the classroom. This opens up opportunities that were previously unavailable for some students. Also, students can follow their interests, deepen their understanding, and develop skills independently.

It is also worth noting that online learning tools are enabling global connections through wider online learning communities. This is exposing young people to diverse perspectives, which encourages collaboration across borders. Likewise, digital learning tools can improve inclusivity and accessibility, helping students with disabilities to fully participate in education. For instance, audio-based learning tools can support visually impaired students, while speech-to-text technology is helpful for those with motor or learning difficulties to engage with the content.

One of the most common tools used today is artificial intelligence (AI), and it is increasingly supporting both students and teachers. AI tools can provide real-time feedback, guide students through problems, and adapt to a scholar’s performance to ensure they are adequately challenged. AI can automate administrative tasks for teachers such as setting up and marking assessments, freeing up their time to focus on personalised instruction and student support.

However, integrating technology comes with responsibility. Schools and educators must prepare young people to navigate online spaces safely and ethically. This includes helping them understand data privacy, the ethical implications of AI, and even the environmental impact of digital tools. Technology should empower 21st-century students, but they should use it responsibly, critically, and thoughtfully as they engage with an increasingly digital world.

Tech-Savvy Students Need to Be Engaged in New Ways

In many ways, Gen Alpha (those born between 2010 and 2025) are more digitally advanced than their teachers. According to The Annie E. Casey Foundation (2025), 40% of Gen Alpha children have access to a tablet by age two and 62% of this group also identify digital gaming as their favourite activity. Not to mention that 75% of parents express enthusiasm about their children learning new things from screen media, and 72% value how it helps their children discover new interests.

This has led to an increase in online learning programmes and social media platforms such as TikTok’s STEM tab and YouTube video tutorials being used to support revision and teaching. Gamification, or the use of game elements in learning, is also becoming increasingly relevant for this tech-savvy generation. Features like digital challenges, leaderboards, badges, and virtual reality (VR) simulations can make learning more interactive and engaging. Teachers are also using VR technology to take students on virtual field trips or help them explore complex systems like the human heart in 3D.

However, this shift doesn’t fall solely on teachers. Schools must also play an active role in embracing and investing in new technologies. They must also work to ensure that teachers are supported in staying up-to-date on new technologies and integrating them effectively into their teaching. This approach improves engagement and helps ease the workload for educators, encouraging students to use the methods that they find best-suited to their learning needs.

Being Digitally Literate Means Having Advanced Skills

Growing up with technology from an early age makes basic digital skills a given for today’s students. Research highlights that 50% of employers plan to reorient their business in response to AI, and 66% plan to hire talent with AI-specific skills. As a result, young people entering the workforce will need to continue developing their skills for the future to keep up with the growing demand for advanced digital capabilities.

While foundational abilities like typing or using spreadsheets are still important, young people should gain experience with coding, AI tools, and other emerging technologies. Furthermore, digital literacy now also includes the ability to navigate information responsibly. Students must learn to evaluate the credibility of online sources, be able to identify AI-generated media versus authentic content, and use technology ethically.

This makes it clear that education must now focus on advancing the digital skills of young people to prepare them for a rapidly evolving world. Developing these advanced digital skills also strengthens transferable skills like problem-solving, creativity, communication, and critical thinking, which are still considered important skills for future careers. If you would like to discover how our coding programme is helping students build advanced digital skills, register your interest here, and a member of our team will be in touch with you.

Learning Is Focused on Building Transferable Skills

In the 21st century, success also relies on developing transferable skills that prepare young people for a lifetime of change. Important skills for the future, specifically critical thinking, communication, collaboration, and creativity, form the foundation of effective learning and problem-solving, enabling students to adapt and thrive in a rapidly evolving world.

The Future of Jobs Report (2025) reinforces this by naming analytical thinking as the most sought-after skill, valued by 70% of employers. This is followed closely by resilience, flexibility, curiosity, and a commitment to lifelong learning. These are all qualities that help individuals remain adaptable in uncertain environments.

It is important to note that cultivating a growth mindset is also key. Young people need to be able to set goals, embrace challenges, and pivot when new opportunities arise. It is also equally necessary for students to balance independence with collaboration. Students can achieve this by contributing meaningfully to the goals in group projects, helping them to develop emotional intelligence and empathy through working in a team.

As the world becomes increasingly interconnected, cultural literacy is emerging as another vital skill. If teachers focus only on workforce-related competencies, there is a risk of overlooking the broader purpose of education. Social-emotional learning (SEL) programmes play a crucial role here, and these can help young people understand themselves and others, build stronger relationships, and navigate diverse global environments with confidence and respect for other people. You can learn more about how our programmes are designed to support students in developing these skills here.

Young Students Should Embrace Lifelong Learning

The idea of lifelong learning now extends to people of all ages. Reskilling and upskilling have become necessary as global changes continuously reshape the job market. This flexibility and willingness to keep learning must be encouraged from an early age so that young people grow up with curiosity and the motivation to continue developing.

However, the forces driving this need for continuous learning go beyond technology. Economic uncertainty, global de-integration, and shifting industrial policies are all influencing employment patterns. Not to mention demographic changes, such as ageing populations and increased migration, which are shaping demand for skills in fields like healthcare, social care, and urban planning. At the same time, environmental concerns are giving rise to new industries and career opportunities.

Ultimately, lifelong learning is about more than acquiring qualifications. It is about cultivating curiosity and a genuine desire to understand the world. When young people are encouraged to keep asking questions, exploring new ideas, and adapting to change, they are better equipped to thrive in a future that will continue to evolve in unpredictable ways.

Conclusion

The future of education in the 21st century is already taking shape. The priority will be helping students to cultivate adaptability, advanced digital skills, and the motivation to be lifelong learners. As industries evolve and technology continues to transform the world of work, young people must gain the skills to thrive in whatever comes next.

At GT Scholars, our tutoring, mentoring, and career insight programmes are designed to help students discover their strengths, build 21st-century skills, and prepare for a future full of opportunity. If you would like to help your child or scholar get ready for the future of learning and work, register your interest and sign up for one of our programmes today.

Addressing Social Media’s Influence On Pupils’ Behaviour: Tips For Schools

by GT Scholars Schools What's new?

Whether we like it or not, social media plays a significant role in the lives of young people. It’s a constant presence that influences how students communicate, learn and engage with the world. The internet brings many positive opportunities for connection, creativity and learning. However, it also introduces challenges related to students’ behaviour and well-being. As educators, it’s helpful to understand both the positive and negative impacts that social media can have on pupils. By understanding how it affects students, schools can better prepare themselves with the right strategies to help pupils use the internet responsibly.

This blog will explore how social media affects students’ behaviour in UK schools. It will also give actionable tips for schools and teachers so you can encourage positive online habits and reduce the risks associated with digital media usage. This proactive approach can help schools create a balanced, supportive environment that encourages responsible online engagement. When used responsibly, digital media can be a fantastic tool that promotes learning and increases positive behaviour. While social media can be a powerful learning tool, it also has negative effects that can impact students’ behaviour and overall well-being. Let’s take a look at the strategies you can implement to increase the positive effects and curb the negative impact of social media.

1. Boost Communication and Collaboration Skills

One of the most significant benefits of social media is its ability to improve communication and collaboration among students. It allows students to stay in touch with their classmates and teachers outside of the classroom. This makes it easier to discuss academic topics, share resources and collaborate on projects. Digital media platforms can provide students with valuable spaces where they can exchange ideas. Platforms like online discussion groups, study-focused channels and educational blogs also help pupils work through problems together and offer support to each other.

Schools can increase this productive communication by getting students to use online platforms as tools for collaborative learning. Safe and structured online spaces on platforms like Google Classroom or Microsoft Teams can promote positive engagement among students. Teachers can set up online study groups where students can help each other with homework, share notes and discuss course materials. These online spaces support students’ academic progress by providing a way for them to engage with each other in a more relaxed setting.

2. Put Anti-Cyberbullying and Online Harassment Policies in Place

One of the biggest challenges social media brings to students is the potential for cyberbullying. This has a very negative impact on students’ personal and academic lives. Unlike traditional bullying, cyberbullying happens online and can follow students home and continue after school hours. The platform, Security shares that of all the social networks, young people on YouTube are the most likely to be cyberbullied at 79%, followed by Snapchat at 69%, TikTok at 64% and Meta (Facebook) at 49%.

With 1 in 6 adolescents having experienced cyberbullying, according to the WHO, schools need to implement a clear anti-bullying policy that addresses online bullying. This should provide clear guidelines on what is acceptable online behaviour and outline the consequences of harmful actions. Schools should also run workshops and awareness campaigns to educate students about cyberbullying and its impact. Offering resources for students who are affected by cyberbullying can help students seek help. Creating a strong peer support network just might make young people more comfortable reporting these incidents.

3. Increase Access to Online Educational Content

The internet is packed with educational content. Platforms like YouTube and LinkedIn are full of educational videos, articles and discussions. Even X (Twitter) and Instagram contain content that can be beneficial for young scholars. Students can easily access learning materials on a wide range of topics, which can help expand their knowledge beyond the classroom. These platforms might not be the first resort for studying. However, they allow students to follow academic experts and even participate in thought-provoking discussions.

A great way to promote this among students is to encourage them to follow educational accounts and join academic communities online. Students are already active on social media, so using it to enhance their education can be a great benefit. Teachers can create a list of trusted accounts that promote educational content, expert discussions and research. They can also include these resources in their lessons to enrich the curriculum. This will also motivate scholars to take a more active role in their learning. Students will start to see the value of learning outside the classroom and use online media with an education focus to engage with content that lines up with their interests.

4. Combat Distractions in Class With Digital Detoxes

Another digital issue that schools face is students being distracted by social media during class or school time. The constant pull of notifications and the temptation to scroll through feeds can make it difficult for students to stay focused and engaged in their lessons. The constant stimulation that digital media gives can lead to a decline in attention. This is bound to affect academic performance.

To combat this, schools can introduce clear rules about managing online social interaction during class hours. For example, students can be encouraged to keep their phones off or in their bags during lessons to reduce distractions. If making a rule like ‘no phones’ seems to be ineffective, teachers can possibly incorporate ‘social media breaks’ or digital detoxes throughout the school day. This can allow students to disconnect from their phones for a short period and refocus on their learning.

5. Include Digital Literacy Programmes to Enhance Skills

Digital literacy skills in this day and age are undeniably important. Social media, when used well, is a great tool to grow these skills in young learners. As mentioned earlier, online media offers scholars a range of learning tools. These online platforms expand young learners’ digital skills as they engage in online discussions and debates. This allows them to verify information and sources, as well as navigate safety and security issues online. Internet Matters states that using social media grows tech fundamentals that scholars learn through understanding privacy settings, content editing and safe online interactions. Online posting, whether academic or personal, can help a scholar gain video, audio and written content editing skills. These are skills that they can carry on in the future. This can also open opportunities for further learning in fields of tech or design.

A way to build on this skill is to include digital literacy in the school’s curriculum. This can help scholars develop the skills they need when engaging responsibly in the online world. Teachers can ask for some homework to be submitted in video form or as audio files to enhance video and audio editing skills. This could include workshops on how to assess the credibility of online sources, understand digital footprints and protect their privacy. Scholars are empowered to make better decisions and be more responsible online when they’re taught how to digitally engage safely. When digital media isn’t portrayed as a weapon to young people, it can become a tool for personal growth and academic success.

6. Encourage Healthy Digital Device Usage to Increase Productivity

Late-night social media use is a habit that people of all ages practise. It is also not different for young pupils, and this behaviour often disrupts their sleep patterns. As a result of longer screen time, students may experience poor sleep quality, fatigue and difficulty concentrating during the school day. This can negatively affect their academic performance and their overall well-being.

To address this, schools can promote healthy sleep habits and educate students about the importance of limiting screen time before bed. In our blog, 6 Healthy Habits Teens Can Adopt to Improve Their Lives, we share that scholars staying away from screens 30 minutes to 1 hour before bedtime can improve their sleep hygiene. Knowing this, teachers can encourage scholars to set boundaries around their screen usage. Sleep increases attention span and concentration, and it also boosts memory and learning. Schools can also recommend that scholars use apps that reduce blue light exposure, which affects sleep quality.

7. Promote Healthy Self-Esteem and Mental Well-Being

As we state in our blog addressing mental well-being, social media can create unrealistic expectations for young people around body image. This can create an increase in stress, anxiety and self-esteem issues for scholars. Platforms like Instagram and TikTok often showcase lifestyles, which young people idolise. This can create unrealistic expectations and cause scholars to feel inadequate when they compare themselves to others. The pressure to present a perfect image or the pressure to be liked can impact a young person’s well-being.

How can this be addressed effectively? Schools can create supportive and non-judgmental environments where students negatively affected by social media can be open about their experiences. Scholars can get equipped with coping strategies for dealing with online negativity. Schools should include counselling services that offer mental health support surrounding the effects of social media. Ensuring regular conversations about mental health take place will reduce mental health stigma among students. Schools can also host workshops on digital well-being to address social comparison and help scholars build a positive online presence.

Social media is not only a part of the lives of adults, but more especially, a big part of young people’s lives. Despite the challenges, it still has its benefits. By creating supportive school environments that encourage healthy online habits, both educators and scholars will view digital media as a tool for thriving in the online world and in the classroom. When teachers, parents and young people work together, the internet can be used as a tool for growth and success instead of a source of stress and distraction. GT Scholars is committed to supporting young people and schools as they equip tomorrow’s leaders with educational content. To gain more resources that can help your school empower scholars to excel in the classroom and beyond, get in touch with us here.

Teachers Wellbeing: This Is How You Can Combat Staff Burnout in Your School

by GT Scholars Schools

Teacher burnout is a growing problem in schools today, with many teachers struggling to balance their heavy workload and mental health. The demands of teaching can be overwhelming, from preparing lessons and grading assignments to managing classrooms and attending meetings. Teachers often work long hours, both in and out of school. This constant pressure can lead to stress, exhaustion and, eventually, burnout. According to a study by Education Support Partnership, when teachers are burned out, it affects not only their well-being. It also impacts the quality of education teachers provide to students and their job satisfaction.

The mental health of teachers is a significant concern, as the emotional toll of the job can leave teachers feeling drained and disconnected. The Education Support Partnership found that a staggering 77% of teachers in the UK report experiencing stress. Many of them mention their workload and work-life balance as key contributors to burnout. The study also shows that over 50% of all school staff say that their school’s culture has a negative impact on their mental health and their well-being. By taking action to combat burnout, schools can create a healthier environment for both teachers and students. Now, let’s explore practical strategies that schools can implement to address teacher burnout with the aim of promoting their well-being.

1. Encourage Regular Breaks and Time for Rest

One of the biggest causes of teacher burnout is the lack of time for rest. Teachers often work long hours, whether in the classroom or at home. The constant pressure of staying on top of these tasks can quickly lead to exhaustion. Encouraging teachers to take regular breaks throughout the day is a simple yet effective strategy to fight burnout.

Teachers should be encouraged to take short, scheduled breaks where they can relax and recharge. This could be a 10-minute walk outside, a quick chat with a colleague or simply a quiet moment in the staffroom. When teachers feel that they have time to rest, they can focus more and manage the demands of their job without feeling overwhelmed.

To encourage this, you can create a timetable that allows teachers to take short breaks between lessons. You can then encourage a culture where taking a break is seen as a positive way to stay healthy, not a sign of weakness.

2. Promote Teamwork and Collaboration

Teacher burnout can often happen when teachers feel isolated and unsupported. Many teachers work alone, handling the challenges of the classroom without much help. However, creating a sense of teamwork and collaboration can significantly reduce feelings of burnout. When teachers work together, they can share the load, offer emotional support and learn from each other.

Encouraging teachers to collaborate in lesson planning, sharing resources and discussing challenges they face can help reduce stress. Collaboration also brings a sense of community, which can make the job feel less lonely. Teachers can create a supportive network where they feel comfortable discussing their struggles and brainstorming solutions together.

Set up regular collaborative planning sessions where teachers can meet, share ideas and discuss strategies for improving the classroom experience. Grow a culture of teamwork by organising team-building activities and encouraging teachers to work together whenever possible.

3. Reduce the Workload and Administrative Tasks

A common cause of teacher burnout is the overwhelming workload that comes with the job. Teachers are responsible for grading papers, preparing lessons, managing classrooms and attending meetings. On top of this, many schools require teachers to perform administrative tasks that take time away from actual teaching. These tasks, such as filling out reports, entering data or planning extracurricular activities, can cause additional stress.

To help combat teacher burnout, schools should look for ways to reduce administrative burdens. For example, using technology to streamline grading, communication and lesson planning can help save time. Additionally, hiring assistants or delegating administrative tasks to support staff can give teachers more time to focus on teaching and less time on paperwork.

To implement this, the school can review administrative tasks and identify areas where technology or additional staff support could reduce teachers’ workload. Also, encourage teachers to prioritise tasks that directly impact student learning, rather than getting caught up in busy work.

4. Encourage Self-Care Practices

Teacher burnout can sometimes happen when teachers focus too much on their students’ needs and neglect their health and well-being. Teachers are naturally caring and may put the needs of their students first. However, it’s important that they also take care of themselves. Self-care is important for maintaining physical and emotional health, which ultimately prevents burnout.

Encourage teachers to engage in activities that promote self-care, such as exercise, fun hobbies or spending time with family and friends. Schools can support self-care by providing opportunities for teachers to engage in wellness activities. For example, relaxation workshops or quiet spaces for reflection can make a big difference in helping teachers manage stress.

Offer wellness programmes for teachers, such as fitness challenges, relaxation sessions or time for outdoor activities. By providing teachers with spaces to unwind during breaks, you will be creating a school environment that values self-care.

5. Create a Positive School Culture

Teachers feeling respected, valued and appreciated can potentially curb burnout. A positive culture creates open communication, collaboration and a sense of community. Teachers should feel like they are part of a supportive and caring school environment.

Giving teachers regular recognition for their hard work can help them feel appreciated. Small gestures like thank-you notes or greater efforts like organising a teacher appreciation day can show teachers that their efforts matter. This recognition helps boost morale and encourages continued dedication. When teachers feel supported by their school leaders and colleagues, they are more likely to stay engaged and less likely to experience burnout.

Consider implementing regular teacher appreciation events, whether it’s celebrating teacher milestones or organising staff appreciation lunches. The aim is to ensure that teachers feel their contributions are valued and recognised.

6. Offer Professional Development and Growth Opportunities

Teacher burnout can happen when teachers feel stagnant in their roles or when they don’t have growth opportunities. Professional development can reignite a teacher’s passion for teaching and give them new tools to tackle classroom challenges. When teachers have the opportunity to learn new skills, it can make them feel more confident and equipped to handle the demands of their job.

Professional development doesn’t always have to be formal training. It can also include workshops on stress management, leadership skills or new teaching methods. Providing teachers with the resources they need to grow in their careers can help them stay motivated and reduce feelings of burnout.

This would be a great opportunity to include regular professional development sessions that address both teaching skills and self-care techniques. Encourage teachers to attend workshops or conferences that inspire them and give them fresh ideas for their classrooms.

7. Set Realistic Expectations and Boundaries

Teachers often experience burnout when they feel that they are constantly being asked to do more without any breaks. This may include staying late to complete grading, working on weekends or constantly saying “yes” to additional responsibilities. While dedication is important, setting realistic, healthy expectations and boundaries is equally important for preventing burnout.

School leaders should encourage teachers to set boundaries around their work hours. This might mean turning off work emails during the evening or not bringing work home on weekends. Setting limits on how much extra work is acceptable can help teachers focus on what matters most – teacher well-being and their roles as teachers.

Creating a school policy that respects teachers’ time outside of school hours can ensure they have space to rest and recharge. Encourage teachers to communicate their boundaries with school leaders and colleagues as well.

8. Provide Emotional Support and Counselling

Teaching can be an emotionally draining job. Teachers often deal with students who face difficult challenges. So this emotional burden can contribute to burnout. Providing emotional support through counselling or peer support groups can help teachers process their emotions and reduce stress.

Schools can offer counselling services or create peer support groups where teachers can share their feelings and experiences. Having a safe space to discuss challenges can help teachers feel understood and supported. This can go a long way in preventing burnout.

Providing access to counselling services for teachers can support their emotional health. Additionally, creating support groups where teachers can meet regularly to discuss their well-being can further promote teacher well-being.

9. Offer Flexibility and Work-Life Balance

One of the major contributors to teacher burnout is the lack of work-life balance. Teaching is a demanding job that often requires teachers to work long hours, leaving little time for personal life. Flexible work hours or the ability to work from home for tasks that don’t require on-site presence can help teachers balance work and personal life.

When teachers have the flexibility to manage their time, they are less likely to feel overwhelmed. Giving teachers the freedom to take time off when needed or adjusting schedules to fit personal commitments can help reduce stress.

10. Create a Supportive Leadership Team

A supportive leadership team is key to tackling teacher burnout. School leaders who understand challenges teachers face and are proactive in offering support can make a difference in preventing burnout. Leadership should communicate openly with teachers, listen to their concerns and work together to find solutions.

School leaders can prioritise regular check-ins with teachers to see how they’re doing and what support they need. By creating a culture where teachers feel heard and supported, school leaders can help reduce the risk of burnout. Supportive leadership should not only address teachers’ personal challenges, but also discuss their workload.

Teacher burnout is a serious issue that impacts both educators and students. With the increasing demands placed on teachers, schools need to take proactive steps in supporting their staff. Ultimately, addressing teacher burnout helps maintain high teaching standards, which directly benefit students’ learning experiences and outcomes.

At GT Scholars, we understand the importance of teacher well-being and the role it plays in student success. Through our Parent Hub, we offer resources and strategies for parents and educators alike to promote healthy well-being through webinars and a supportive online parent community. This hub equips and helps develop parents on various topics and also supports their mental and emotional health. Giving your teachers this resource can ensure a balanced and thriving educational environment for all. If you’re looking for guidance or resources on how to support teachers in your school, feel free to contact us here.

5 Ways to Address Parental Burnout to Improve Their Children’s Academic Performance

by GT Scholars Schools

Parenting ought to be an exciting journey! However, with the complexity of today’s world, parents are often facing burnout as they juggle many responsibilities. From working full-time jobs and keeping up with expenses, to maintaining a healthy family life while supporting their children academically and emotionally – including many other roles, tasks and responsibilities. Parents often face increasing pressures on a daily basis, which can cause them to drown into depression and burnout if not well taken care of.

As per research findings, 82% of parents in the UK show warning signs of parental burnout. When parents reach this level of exhaustion, it can negatively affect their children’s academic performance as parents struggle to offer guidance and support to their children. Therefore, solving the parental burnout issue will not only be beneficial to parents but also to children. There are many signs to identify parental burnout, including physical, mental and emotional exhaustion. So let’s explore some ways to address it.

1. Parents Should Prioritise Self-Care

A tired body and mind can’t achieve much. Parents have the tendency to overwork themselves in order to keep up with family expenses, house chores, and other responsibilities while neglecting their self-care. This has negative impacts on their health and leaves them exhausted or burned out. And as a chain reaction of this burnout, parents will feel fatigued, less productive at work and less supportive or completely uninvolved in their children’s academics. This can affect their children’s academic performance.

Parents need to consider their self-care with high importance as it helps them regulate their health well and carry on with their responsibilities. Self-care doesn’t always have to be costly. It can be from simple relaxing activities like taking a walk in a tranquil environment, doing a hobby or practising mindfulness. The goal here is for parents to clear their minds, reduce stress and relieve themselves from fatigue and exhaustion. Considering this, self-care needs to be as regular as possible, as it plays an essential role in preventing burnout. For example, parents can incorporate it in their daily routine by scheduling 30 minutes or 1 hour for self-care daily.

Moreover, work-life balance is crucial to avoid burnout. Parents need to set clear boundaries between their work commitments, personal commitments and family responsibilities. Concentrating all their time and energy on their jobs only and ignoring other aspects of their lives will create an imbalance and lead to frustration and lack of personal fulfilment. One of the ways to tackle this is by creating a balanced daily schedule that includes professional goals, family goals and personal goals. So that parents will be making daily progress harmoniously in diverse aspects of their lives.

2. Parents Need to Delegate and Share Responsibilities

Many parents experience burnout because they take too much on themselves. There needs to be a healthy balance in sharing responsibilities in order to prevent physical and emotional exhaustion. Due to the lack of shared responsibilities, single parents tend to feel more anxious and mentally ill compared to married ones. Based on research, a majority of single parents reported feeling anxious almost daily compared to those who share responsibilities with their partners. Furthermore, 32% of single mothers experience moderate or severe psychological distress, compared to 19% of married mothers.

For parents who are still together, they can help each other with simple tasks in order to ease the workload on each other and collectively overcome the responsibilities that come with parenting. For instance, they can take turns helping children with homework and simple chores, ensuring that resting time is maximised and prioritising each other’s mental health. On the other hand, single parents can involve their children in some chores and household responsibilities based on their age and capacities. This will not only prevent single parents from overworking themselves, but it will also make their children responsible and teach them some life skills that will help them to take care of themselves as they grow.

As responsibilities are delegated and shared in a healthy and balanced way, parents will have more time and energy to spare for themselves and better support their children academically.

3. Improving Parent-Child Communication

Often, when parents are struggling with burnout, they become distant from their children and tend to communicate less with them. Therefore, fostering effective communication with their children will help alleviate the pressure parents face. Creating a space that makes their children feel comfortable talking about their academic journey will help parents have an idea of what their children are also facing and provide advice or support when needed.

Another benefit of an effective parent-child relationship is that it helps maintain the bond between parents and children amidst the occupations and busyness around. This warmth and closeness soothe emotional pains and relieve loneliness. Many parents are drowning in loneliness. Burnout, combined with isolation, can be very fatal to one’s mental health! These moments of quiet communication with their children do not need to revolve around tense topics; they can just be talking about their best memories, or doing a relaxing activity together, like watching a movie, eating a pizza or baking together.

4. Join the Parent Hub to Receive Valuable Support

Research shows that when parents experience burnout, it can affect their ability to provide ongoing support to their children. And this can lead to increased behavioural issues for young people and poor academic performance. For this and many other reasons, we developed the GT Scholars Parent Hub, which is an online support hub where parents are empowered with the tools they need to reduce burnout for themselves and support the mental health, wellbeing and behaviour of their children.

Through the Parent Hub, we will be working with schools to empower parents to improve their children’s behaviour at school. This offer includes expert-led workshops, online courses, coffee and chat sessions, resources for parents and many other benefits to ensure that parents are properly equipped with the tools they need to offer ongoing support to their children. You can book a meeting with us to discuss more about this offer, which is available for your schools and parents.

5. Parents Need to Seek Support When Needed

Parents shouldn’t hesitate to seek support or ask for help when necessary. They don’t have to sink trying to solve absolutely everything on their own. They can reach out to reliable family members, friends or colleagues to help them cope with difficulties when need be. There should be at least someone willing to offer a helping hand. Sometimes, the demands of parenting, work and family life can be so overwhelming! Assistance from a reliable person could make a huge difference!

Moreover, parents can seek professional support from a counsellor or a therapist if necessary. For instance, coaching or therapy sessions can be very advantageous to parents experiencing burnout. Also, they can opt for mentoring or tutoring for their children, so that they get relieved from academic pressures while they devise a balanced way to deal with burnout. Additionally, there are forums and communities designed to help parents experiencing burnout. Therein, parents can network with other parents who faced similar challenges and overcame them. This can provide parents with a sense of belonging and ensure that they are not fighting alone.

Ready to Explore the Parent Hub?

Parental burnout is a real and spreading concern that negatively affects both parents and children. Your school can start making a difference from today by supporting parents through the Parent Hub, and improving pupils’ behaviour both within and outside school. When a school signs up for the Parent Hub, parents of their learners will receive individual login access to valuable resources that will empower them and equip them to support their children.

At GT Scholars, we understand the challenges that parents and schools face when it comes to children’s academic performance. That’s why we have devised strategies and programmes to bring valuable support and help young people to reach their full potential.

We’d love to invite you to meet with us to discuss how the Parent Hub can improve pupil behaviour at your school! Our Parent Hub Special offer is still valid. You can book a call with our School Partnerships Team here!

Why We Need More Personalised Learning At School

by GT Scholars Schools

The concept of personalised learning is centred on providing a more tailored education programme for each learner. It starts by examining and understanding each learner’s needs and then it looks to provide the necessary and challenging educational opportunities to assist them in their learning and overall development.

In more practical terms, personalised learning is based on the belief that all young people have the right to receive support and challenges that are tailored to meet their individual needs, abilities and interests. For this concept to prosper it needs commitment from the pupil, responsiveness from teachers and engagement from their parents or carers

How does current learning at schools take place?
In most schools, pupils are taught the curriculum in a classroom setting where there is one teacher engaging with a number of pupils at the same time. On average, there are about 20 pupils in each classroom in the UK. In this classroom setting, the teacher shares the same information with the whole class and the class is then assessed on that information in the form of tests, assignments, group work, engagement and eventually exams.

The above method has been and continues to be the current functioning method in most schools. However, this learning method can be problematic for many pupils for a number of reasons. These include:

Some pupils may be over-talkative or disruptive which makes it difficult for other learners to concentrate and to engage with the teacher and other pupils
Some pupils may be intimidated to speak in front of their peers which hinders their participation during the lesson
Some pupils may not be able to understand the way the teacher presents the information as everyone learns differently or may be afraid to ask the teacher for help
The teacher has to hold the attention of the entire classroom which can be difficult and this can lower the amount of teaching time

Personalised learning at schools is the solution to most, if not all, of these challenges as each learner would have individual attention and supervision from a teacher and which will allow them to easily learn and understand topics.

Benefits of personalised learning

Increased engagement from pupil – This method of learning ensures that each pupil engages for longer which means they will spend more time learning and taking in the information being taught to them. Their engagement can also be further ignited by the pupil taking an active role in choosing their learning methods such as choosing the font and colours that they want to use, choosing the specific subject topics they want to study and the manner in which they wish to study.
Increased motivation – Increased engagement results in increased motivation for the learner to choose a learning path that best suits them, making them much more invested in their studies. This is an important factor because unmotivated learners are known to be disruptive in class and missing important information which results in overall poor performance. Motivated learners, on the other hand, are known to focus and perform better in class.
Less time wasted – Teachers only have a specific amount of time to teach each subject topic, while pupils learn and take in information at different rates. Personalised learning can make the most use out of the pupil’s time by either getting straight to the point during a lesson or allowing more time for a teacher to go over any topics that a pupil struggles with. This method allows for teachers to assess the educational needs of a pupil before the course even begins, so as to avoid the traditional way of reading large chunks of information they may already be familiar with before they can begin with the course.
Better understanding and better results – A personalised learning system encourages pupils to share their individual concerns and ask for assistance on topics they may not understand without feeling intimidated by other pupils. This will strengthen their ability to handle any tasks the teacher gives to them to do which guarantees better results from the learner. In addition, pupils will complete tasks not just because they have to pass but because they actually understand the information and instructions provided.
Learning on your own time – The personalised learning method is much more flexible which allows pupils to take their learning wherever they go. This allows pupils to be in a comfortable environment when learning and it enables them to focus, learn for a longer time and absorb more learning material than they would in a traditional classroom setting.
The school also wins – The impact of personalised learning in schools is that of improved academic results, a superior learning culture and more efficient allocation of teaching resources.

Although personalised learning is the most effective way to learn at schools, it needs more financial support and resources to be able to be implemented at all schools. It can also be difficult to ensure that schools meet their targets in terms of time management and ensuring that all pupils are taught all the information in their curriculum by the end of each year.

However, personalised learning methods can still be implemented through after-school programmes such as private and one-to-one tutoring. GT Scholars runs after-school programmes that include one-to-one tutoring in Maths or English for young people between the ages of 11 to 16. Contact us if you would like to know more about any of our programmes and courses.

Why Entrepreneurship Needs To Be Included In The Curriculum

by GT Scholars Schools

There are so many entrepreneurs in the world that offer a wealth of inspiration to young people. From Richard Branson to Bill Gates to Oprah Winfrey, the success stories of entrepreneurs can be inspiring and motivating, which can help young people to achieve their goals.

Beyond inspiration, learning about entrepreneurs and entrepreneurship offers valuable skill-building opportunities and life lessons. Here are just a few of the many reasons why entrepreneurship should be included in the curriculum.

Confidence
Taking a business idea and turning it into a profitable enterprise takes far more than just hard work. Entrepreneurs have to believe in their idea so that they can convince others that it will work and also keep themselves motivated. If an entrepreneur does not believe in their own idea, no one else will either. This self-belief takes a whole lot of confidence and self-motivation. Entrepreneurship can instil confidence in young people, teaching them how to be self-reliant, resilient and motivated. Confidence will also prepare them for any challenges they may face and also keep them going when things change such as moving from school to university.

Passion
Paired with confidence, passion is one of the most important traits an entrepreneur must possess. A business leader’s passion can convince top employees to join a company or convince investors to invest in their business. Passion is also important when convincing clients to try a product or service. Entrepreneurship offers a dynamic and interactive way to engage students, cultivate their interests, and open potential academic or career paths that they might not have known about or considered before. Lessons in entrepreneurship can expose them to a variety of topics, sparking their interest and helping them discover and develop their passions and future aspirations.

Resourcefulness
Entrepreneurs continually seek ways to improve their products, services, and businesses, even in the face of significant challenges such as budget constraints, time crunches, and small teams. In these situations, they have to use their resourcefulness and quick thinking to ensure success. Entrepreneurship can be used as a tool to teach young people how to use the resources they have at their disposal to make an idea or plan work. Lessons in entrepreneurship can also be individually tailored to help young people to use fewer resources, develop new resources or think out of the box to solve a business challenge. Resourcefulness will teach young people to think fast, come up with innovative solutions to problems, and to be resilient.

Social Skills
From networking to nurturing relationships with customers or investors, entrepreneurs need social skills to help accelerate the development of their company. Social skills will help young people with their interpersonal relations, social interactions and leadership skills. This will always be valuable since interacting with people is something they will always encounter at university or in the workplace. Having good social skills also means that you will be a better leader which will help you to be more successful.

Teamwork
Entrepreneurship teaches young people about the value of collaboration and teamwork and how important it is to work with others to reach a specific goal. In every stage of life, from school to university to the workplace, young people will have to work with other people, so it is important for them to start building their teamwork skills as soon as possible. This will make them more effective in teams which can also make them stand out as leaders and thought leaders.

Financial Education
Entrepreneurship is a useful tool that can be used to educate young people about important financial topics. These topics will give them the necessary skills to become successful adults. Some topics that can be taught through entrepreneurship include budgeting and saving, how to avoid or handle debt, and understanding taxes and insurance. This will equip young people with the skills and knowledge that will need to deal with various things in their daily life – from student loans to life insurance.

As you can see, including entrepreneurship in the school curriculum offers an impactful way to teach young people many important skills that they will use for the rest of their lives.

Entrepreneurship activities can also be found in after-school programmes such as the GT Scholars Dragon’s Den Challenge. This annual workshop takes place during Global Entrepreneurship Week and is based on the world-famous TV show. This gives young people a taste of what it takes to be an entrepreneur, and it involves them coming up with a business idea in a specific amount of time and pitching it to a judging panel. This will provide them with hands-on experience in entrepreneurship while teaching them simple business principles, teamwork, presentation skills, and effective time management.

GT Scholars is a not-for-profit social enterprise and registered charity. We run after-school and weekend programmes that help young people achieve their academic and career aspirations. Our programmes include tutoring, mentoring and enrichment sessions for young people aged 11-18. Contact us if you would like to know more about any of our programmes and courses.

What Education Should Look Like in the 21st Century

by GT Scholars Schools

Education is a constantly changing system that needs to adjust to the way current generations think while also embracing new information and new technologies. Gone are the days of text-heavy textbooks and outdated subjects, education is already moving forward to embrace and develop new methods to help young people learn effectively.

With this being said, there are still many ways that the education system can improve and innovate. Here is what education should look like in the 21st century.

Embracing Edtech
Technology has taken over every aspect of our daily lives, which has made young people more reliant on technology. This means that if education embraced technology, it would make young people more susceptible to learning.

There are many innovative ways that education and technology have combined to produce powerful edtech tools and learning methods. Edtech is able to stimulate and improve learning in the following ways:

Visualisation
It’s easier to understand abstract concepts or topics when they’re visualised. Tech tools like apps, interactive diagrams, and 3D visuals make it easier for young people to grasp and memorise new topics. Colours and patterns also stimulate the brain and help young people to think creatively and critically.

Interactivity
Using interactive tools allows young people to take charge of their learning and be more energised and motivated to learn. Using mobile games and apps makes learning fun, but still challenging. Other interactive tools can give students individual challenges, guide and support the learner when needed and allow learning by doing which promotes active learning.

Analytics
Grading exams, papers, and presentations can take a lot of time and there’s always a risk of subjectivity due to human nature. Using technology allows automation to make grading and evaluation simple and fair. Analytical tools also help the learner to follow and reflect on their own learning progress through self-evaluation and peer-evaluation.

Portability
Technology makes learning on the go far easier. The vast worldwide web offers thousands of online tools, resources and information that can be accessed on various mobile devices. This makes it easier for young people to complete homework and assignments, learn new skills, and keep track of their learning. Virtual classrooms and labs also offer remote learning possibilities and for young people to attend classes and complete tasks from the comfort of their own home.

Collaboration
Online, cloud-based and social apps and tools offer various ways for young people to take part in creative and collaborative activities that can help them with assignments and projects. Online collaboration is also useful for teachers and parents to communicate with one another to effectively monitor a student’s learning and academic progress.
Accessibility
Online apps and tools make learning easier for young people with learning difficulties or special needs. For example, young people with visual impairments can access information through audiobooks and podcasts or young people with special educational needs can be taught through the use of interactive and visual tools.

Focusing on Careers
Choosing a career path is a very important step for pupils and school leavers. This will greatly impact the choices they make and their future, making this decision a very important one. Education needs to include a greater focus on helping young people choose the career path that is right for them and their goals. Many young people today end up changing career paths down the line, which can set them back on their course to achieve their goals.

In a survey conducted by the London Business School, it was determined that 47% of the 1,000 individuals surveyed wanted to change their careers, with younger people aged 18-24 and 24-34 most likely to want a career change. According to this survey, one of the main reasons for them wanting a career change was job satisfaction.

One of the best ways to counteract this is to help young people to ensure they find a career that they are passionate about through career guidance in schools, career counselling and strength testing. This can also be combined with building soft skills that will help them in the workplace, such as leadership, teamwork, presentation skills, interpersonal skills and digital skills. In addition, programmes that help young people to get into the university or career field of their choice should also be included in schools so that everyone has access to these valuable resources.

Personal Development and Mindfulness
There has been a greater focus on the mental health and well-being of young people in recent times. This is due to the greater awareness of mental health issues that can affect young people and due to improved scientific research in human behaviour and psychology.

The effects of mental health issues can greatly hinder a young person’s progress in school and also in their personal development. Education should include a greater focus on holistic wellbeing to help young people counteract mental health issues and deal with negativity. This can include peer counselling, behaviour management and strategies to deal with cyberbullying. Moreover, young people can be taught how to deal with stress, social anxiety and other issues that may affect them in some way. There should also be a more significant integration of Child and Adolescent Mental Health Services (CAMHS) in schools to ensure that these services and easily accessible to all young people.

To conclude, there needs to be a sustainable plan set in place across all stages of education, from early childhood to schools to universities. This plan should include supporting young people with the challenges they face in their current stage while also preparing them for future stages. In addition, education should not be something that is only taken care of by schools – other stakeholders, including parents, organisations and companies, should also be more responsible for the education of young people to ensure that they feel supported every step of the way.

Understanding the Challenges Faced by Young People Living in Care

by GT Scholars Schools

In 2015, just 6% of young care leavers attended university and in 2014 over 37% of care leavers between the ages of 17 and 19 were not in education, employment or training (NEET). In addition, according to Crisis UK, one third of care leavers become homeless within the first two years of leaving care and 25% of homeless people are care-experienced.

Young people living in care, also known as looked-after children, are young people not living with their biological parents due to a variety of reasons. Some of the most common reasons for a child or young person being taken into care include abuse, neglect, family breakdown or a parent or child’s illness or disability.

In 2018, there were 75,420 children in care in England, according to the Department for Education. The care system is well established, however young people living in care still face various challenges that hamper their success.

This means that young people living in care are still far behind compared to their peers when it comes to academic attainment and career prospects. In fact, according to the Department for Education, care leavers are unlikely to apply to university and their educational attainment at the end of school is still very low compared to other groups with just 14% achieving 5 A*-C GCSEs (including maths and English).

Young people face multiple challenges as outlined below which lead to these negative outcomes.

Instability
Due to the high number of young people living in care in England, there is a significant strain on the care system. The majority of looked-after children are placed in short or long-term foster homes, and there is a limited number of carers in England and each carer will have a limited number of places. This means that young people living in care often have to go through many changes throughout the year, with 10% of fostered children having had three or more placements in 2018 according to the Department for Education. This instability means that young people living in care can often become withdrawn and develop a sense that nobody really cares about them. They often feel that they have no control over their lives, which leads to low aspirations and attachment issues.

Adoption can provide a more stable living situation, but the number of looked-after children with a placement order for adoption has fallen by 44% since 2014. Additionally, according to the Consortium of Voluntary Adoption Agencies, in September 2018, there were 2730 children waiting for adoption in England and 41% of these children had been waiting eighteen months or more.

Mental Health
Young people living in care face very tough situations that have far-reaching consequences on their mental health and wellbeing. For some children and young people, being taken away from the home where they have been unsafe will be a relief. However, for many others, being separated from their parents and/or siblings will be extremely distressing. Many looked-after children will be placed in a home that is far from where they live or far from where their siblings live. In some cases, they may not know where their sibling is placed.

This distress negatively affects their mental health. They may struggle with triggers (post-traumatic stress disorder) and not be okay with certain sounds, smells, places or experiences. They may also suffer from mental health issues such as depression or anxiety, and struggle with psychological issues such as attachment disorder as they find it difficult to build close, secure, trusting relationships with people around them.

Problems at School
Understandably, young people living in care often struggle at school. According to research from the Department for Education (Care leavers’ Transition to Adulthood 2015) and research from the Howard League for Penal Reform (Criminal Care 2016), young people who have lived in care between the ages of 10 and 17 are five times more likely to be excluded from school. They are also more likely to struggle with learning, with over 68% of looked-after children being diagnosed with one or more Special Education Needs or Disabilities (SEND).

Together with learning difficulties, they also often struggle with social difficulties at school. Many of them do not want friends at school to know that they are living in care, and this can add to the burden of having to pretend that they are living with a parent or a family member even though they are living with a carer. Many looked-after children will also have developed a sense of having to protect themselves and take care of themselves and may struggle with trusting adults such as teachers and support staff at school.

GT Scholars seeks to help young people living in care to work around the challenges they face through the Raising Aspirations Programme. This programme will use a multi-strategy approach combining one-to-one mentoring, enrichment days, and skill-building workshops.

The one-to-one mentoring will help them work on their career aspirations and personal development. In a report called Forging futures through mentoring 2018 by The Children’s Commissioner, it was stated that looked-after children themselves appear to value mentoring because of the soft skills such as self-belief and confidence that are imparted through mentoring programmes. The report also stated that mentoring has a positive impact on looked-after children’s relationships with others.

Many young people living in care struggle with a lack of awareness of opportunities along with low confidence and lack of self-belief and this impacts their academic attainment at school and their likelihood of pursuing certain careers and professional routes after school. However, many universities have teams dedicated to increasing the number of care leavers who apply to and study at their university. In addition to this, many companies are providing work experience specifically to care leavers, especially since the introduction of The Care Leaver Covenant 2018.

Our programmes aim is to bridge the gap between young people living in care and the universities and companies that want to reach them. Our enrichment days and skill-building workshops often take place at top-tier universities and companies across London to help these young people build academic and career aspirations and develop the strategies and skills to achieve them.

GT Scholars is a not-for-profit social enterprise and registered charity. Our after-school tutoring, mentoring and enrichment programme is designed to help young people aged 11-18 achieve their academic and career aspirations. If you want to find out more about our programmes and how you can get more involved, then contact us today.

How Have GCSEs Changed over the Past Few Years?

by GT Scholars Schools

In an effort to raise the standard of education in England, the government has revised the 30-year-old GCSE system. This new system is the result of a long process of reform that began in 2011 with the national curriculum review in England, involving extensive consultation with schools, further education, higher education, and employers on the principles of reform and subject content.

The new system has proven to be more demanding, but the idea behind this is to enable young people to be fully equipped with all of the necessary knowledge to compete in the increasingly competitive global job market. According to Michael Gove, former Secretary of State for Education, making GCSEs more demanding and more fulfilling will give young people the broad, deep and balanced education which will equip them to win in the global race.

These changes have been taking place since August 2017 and by 2020 all new GCSEs will be graded using the new system. The main changes to be aware of in this new system are the new exam and assessment procedures, the new grading system, the exam scopes, and the effects this has on job and university applications.

What are the new exam and assessment procedures?
Under the new system, pupils will sit for their exams at the end of the two-year period. This is in contrast to how pupils used to take several exams spread out during the course of their GCSE education, which covered various sections of the curriculum.

This new examination system will, of course, affect the content that pupils need to study for their GCSE exams. For example, the new English Literature and History GCSEs require pupils to study the entire curriculum, whereas the previous exam only required pupils to cover a narrower range of content.

The content of each subject will also be more challenging, with more substantial texts in English literature and a number of new topics in maths. The exams will also look different and will have fewer ‘bite-sized’ questions and more essay-style questions.

Coursework assessments and other controlled assessments will also be used less in most subjects, except for practical subjects such as art, drama and dance. In addition, every pupil will also be required to do at least two science GCSEs with single science options having been dropped a while ago.

What does the new grading system look like?
The most noticeable change with the new GCSEs is the grading system. Previously, GCSEs were graded with letters ranging from A* – G. However, the new grading system is arranged in a number system ranging 9 -1.

The new grading system will look as follows:

9 is higher than the current A*
8 is between A* and A
7 is equal to an A
6 is equivalent to a high B
5 is between a B and C (strong pass)
4 is equal to a grade C (standard pass)
3 is between a D and an E
2 is between an E and an F
1 is a G
U refers to an ungraded paper

As you can see, the new grading system has more range than the old system which can narrow how young people are assessed. This also means that far fewer pupils will end up achieving the very top grade available, and many who would have been A* students under the old system could wrongly regard a 7 or 8 as a failure.

How will GCSE resits work?
For pupils who need to resit their GCSEs, they will be able to resit only maths and English in November, with no resits available for any other subjects. Grade 4 will remain the level that students must achieve without needing to resit English and Maths.

How will this affect university and job applications?
The new system will change the way universities and employers assess their candidates. This will also rely on further education routes such as A-levels and the new technical qualification called T-levels that will be implemented soon.

Overall, the new system will be more challenging for young people, but not impossible as future cohorts will adjust to the new changes. The important thing to focus on is how these changes will set up young people in the global market so that they are able to compete with young people from countries such as Hong Kong and Singapore, where the education system is extremely challenging. This will allow young people in the UK to access more rewarding career prospects around the world.

Should We Focus on Schools or the Home to Improve Social Mobility?

by Sarah-Jane Tollan Corporate Responsibility Schools

With a leadership election and a cabinet reshuffle looming, the Secretary of State for Education, Damian Hinds MP’s speech at a Reform event last week on social mobility will likely be his last. It continued to be shaped around his flagship “seven key truths about social mobility” that he pioneered while chair of the All-Party Parliamentary Group on Social Mobility. It focused on five areas of disadvantage: ethnicity, language, place, the home and childhood adversity. Most significantly, Hinds placed emphasis on the influence of the home (“the last taboo in public policy”) that he had noted a year previously as having the strongest influence on disadvantage. But what was new in this speech, what will be the legacy of Theresa May’s Government on social mobility and where does the future lie?

Home is where the disadvantage is
A heavy emphasis was placed by Hinds on early-stage development, if, what and how children are taught in the home via their parents. Hinds used an eye-opening statistic: Children who experience parental disengagement at home are the equivalent of nine grades lower across eight GCSE subjects than their peers. The promise on how this will be resolved was an ambiguous, but not “patronising and lecturing” programme to help support parents who will arrive in July. This follows on from Hinds’ promise last year, made during his first few months as Secretary of State for Education at the Resolution Foundation, that the development of apps to help parents create a home learning environment for children would be encouraged. The result of that reached its first stage in February 2019, where parents in 12 pilot areas across the country were given interactive learning tools and tips via text message to help support their children’s early language and literacy development.

There was also a heavy emphasis on mental health, with Hinds celebrating the increased attention given to the issue across all cross-sections of society. Mental health is a much-needed area of focus that has also been given heavy significance by the review of the Government’s Children in Need policy paper, which focuses on the most vulnerable children. Measures announced to support children included a plan to ensure new teachers in England are trained in how to spot the early warning signs of mental illness, with better sharing of information between councils and schools and tackling of absence and exclusions.

The elephants in the room
Yet the elephants in the room were apparent: positive and encouraging moves in early stage development and mental health are only being hindered in other ways. Hundreds of children’s centres which are key support systems for disadvantaged families and key environments for early investment in children are being closed across the UK as a result of cuts to council funding. Total school spending per pupil has also fallen by 8% between 2009-10 and 2017-18, and schools have only been too vocal about the limit this has placed on support staff such as school counsellors in what has been deemed a “mental health crisis” in schools.

Too cool for school
While Hinds is correct when he states that “schools cannot do everything”, they are just as character-forming and as developmental a space as the home. When schools remain underfunded, they won’t be able to even meet the margins of their responsibilities towards disadvantaged students, and most importantly, the generations of disadvantaged students of today who are too late to garner the benefits of early development initiatives. Without adequate levels of funding for schools and local councils, the positives of the Government’s measures will only be cancelled out.

This is viewed only too clearly through the establishment of the Pupil Premium, brought in in 2011 as a grant to help schools in England decrease the attainment gap for the most disadvantaged children. Despite this, school funding has been cut back since 2010 and according to Education Datalab, in 2017, the attainment gap between the long-term disadvantaged (those on Free School Meals) and other groups grew.

There is also the argument used by the All-Parliamentary Group on Social Mobility in its 2019 report, ‘Closing the Regional Attainment Gap’, that stated that evidence was growing behind the stance that the “single most important factor” in raising a disadvantaged pupil’s attainment is the “quality of the teacher providing the instruction”. Hinds’ “seven key truths about social mobility” also points to the fact that education can break the multigenerational cycle of disadvantage and that the most important factor in education is the quality of teaching.

But schools in England continue to face teacher shortages, with teacher-pupil ratios rising from 15.5 pupils per teacher in 2010 to 17 in 2018. Teachers also face heavy workloads, and many Science & Maths teachers were found to not have the relevant degrees. While the Education Endowment Foundation recently published new guidance for schools on where to invest the Pupil Premium and identified investment in teachers as the first tier of investment, this is limited to primary and secondary education. The needs of higher education and specifically colleges, where a high proportion of disadvantaged students attend, are neglected.

The two sides of progress
There have, of course, been steps made towards social mobility in the past year, most notably the commitment made by UK universities to invest in programmes aimed at widening access, which Hinds challenged them to last year. There has also been an increase in awareness and interest towards apprenticeships and further research commitments to understanding social mobility and its web of influencing factors. Hinds’ commitment to exploring this web of factors – the complex interplay between home and school – is a positive and encouraging approach to social mobility rather than just being purely focused on academic learning. However, focusing on one to the detriment of the other is an injustice to the millions of disadvantaged students in underfunded schools today, and replacing positive initiatives solely with apps is an injustice to the millions of disadvantaged families both in the present and the future.

Shortly before Hinds’ speech in April, the Social Mobility Commission’s annual ‘State of the Nation’ report rang loudly in the ears of all working towards social mobility with its statement that social mobility has remained stagnant for the past 4 years. As Theresa May exits No 10 with her legacy of £27bn for education in the next spending review in tatters, and the sound of leading man Boris Johnson’s pledge to ensure every secondary school in England receives at least £5,000 per pupil (despite the fact that schools are already supposed to receive a minimum of £4,800 per pupil), it remains to be seen whether progress on social mobility will be music to the Government’s ears in the future.

GT Scholars is a not-for-profit social enterprise and registered charity. Our after-school tutoring, mentoring and enrichment programme is designed to help young people aged 11-18 achieve their academic and career aspirations. Contact us if you’d like to know more about the GT Scholars Programme and how you can make a significant difference in young people’s lives.