ST0038
Written evidence submitted by the South West Grid for Learning (SWGfL)
About SWGfL
The South West Grid for Learning (SWGfL) is a charity that has been a trailblazing force in the realm of educational technology and online safety since 2000, boasting an extensive record of impact across UK schools. As a partner in the UK Safer Internet Centre, SWGfL has been pivotal in developing policies and tools that navigate the complexities of digital technologies in schools. One of its flagship initiatives, ProjectEVOLVE, epitomizes evidence-based intervention. Based on over 2 million assessments of children's digital competencies from over 14,000 schools, it provides nuanced insights into gaps in digital safety education, thereby shaping curricula to be more effective.
SWGfL's influence extends beyond the academic sphere, directly aiding policymakers and regulatory bodies. Their robust definitions of appropriate filtering and monitoring are embedded within statutory guidelines like 'Keeping Children Safe in Education,' thereby setting a benchmark for technology management in schools. They have also made their online safety policy templates freely available, which are updated annually to remain in line with emerging trends and threats. This holistic approach has earned SWGfL not only national recognition but also international acclaim, as they spearhead efforts to make the online world a safer space for children and adolescents.
Through collaborative engagement, rigorous research, and proactive solution-building, SWGfL stands as a leader in the intertwined fields of education technology and online safety.
Everyone should benefit from technology, free from harm
www.swgfl.org.uk
Introduction
We welcome the opportunity to submit our views on this critically important subject. Our response is based on empirical evidence, research, and expertise in the field of educational technology and online safety.
Question 1: Impact of Screen Time on Wellbeing and Mental Health
SWGfL Position: SWGfL advocates for a balanced approach to technology, acknowledging its transformative potential for education and personal development. However, it stresses that this potential is accompanied by risks to mental health and wellbeing, including issues related to body image and FOMO, as well as exposure to harmful content.
Recommendation Statement: SWGfL proposes that educational curricula incorporate comprehensive digital literacy programs. These should teach students how to critically assess the information and social dynamics they encounter online, thus minimizing the negative impacts on mental health and wellbeing. Schools should also consider periodic assessments to understand the actual impact of screen time on students.
Question 2: Effectiveness of Digital Safety Education
SWGfL Position: Based on empirical data collected through ProjectEVOLVE (first annual ProjectEVOLVE report, June 2023), SWGfL argues that current digital safety education has significant gaps, particularly in areas such as security, privacy, and information management.
Recommendation Statement: Department of Education should take these gaps into account and revise the PHSE curriculum accordingly. Furthermore, localized training for teachers should be provided so they are well-equipped to teach these nuanced topics.
Question 3: Support for Schools and Parents
SWGfL Position: Parental engagement in online safety education has been challenging. Often, the information sessions organised by schools are attended by parents who are already (well-)informed, leaving a void among those who need this education the most. Care is required here however as there are examples of schools ‘hysterically sharing’ warnings about harmful online in an effort to inform parents (for example Momo hoax: schools, police and media told to stop promoting viral challenge | Internet safety | The Guardian). As in this case, the warnings were about content that did not exist (misinformation), they merely fuelled curiosity and drove people to this type of concerning content. SWGfL concluded that interest was increased by 45,000%. Particularly schools felt pressure to inform parents, but failed to check and understand the drivers behind the situation. DfE has since published helpful guidance.
Recommendation Statement: SWGfL recommends the implementation of targeted, data-driven parental education programs. These programs should utilise multiple mediums—social media, school websites, newsletters—to reach a broader audience. Additionally, schools should be incentivized to debunk online myths and hoaxes, thereby reducing misinformation.
Question 4: Role of the Department for Education
SWGfL Position: SWGfL supports the Department for Education’s efforts to enforce new filtering and monitoring standards but asserts that more can be done.
Recommendation Statement: SWGfL recommends further investment in technological infrastructures and training programs that align with these new standards. This should extend to incorporating compliance checks into Ofsted evaluations to ensure accountability.
Question 5: Policies on Recreational Screen Usage
SWGfL Position: While SWGfL understands the reasoning behind banning mobile phones in schools, it argues that an outright ban may not be the most practical solution.
Recommendation Statement: SWGfL suggests the Department for Education consult more closely with schools to develop nuanced, flexible policies that recognize the educational potential of personal devices. All schools should have a considered and effective mobile phone policy, detailing their approach, if/when mobile phones are acceptable as well as usage policies.
Question 6: Screen Use as an Academic Tool
SWGfL Position: Schools are highly dependent on external technological infrastructures, leaving them susceptible to the influence of ‘glossy’ marketing materials.
Recommendation Statement: SWGfL proposes the creation of an accredited list of providers who meet the UK Safer Internet Cente defined standards for appropriate filtering and monitoring, to guard schools against potential pitfalls.
Links for Reference:
October 2023