Digital Learning

Cyber bullying of teachers – a growing problem for schools?

There has been a great deal of press coverage about the problems associated with social networking websites and increasing technological sophistication amongst children. One prominent issue is 'cyber bullying'

There has been a great deal of press coverage over recent weeks about the problems associated with the growth of social networking websites and increasing technological sophistication amongst children. One prominent issue is ‘cyber bullying’: the use of text messages, emails and websites to hurt, upset or embarrass another person.

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      string(5837) "Management SpotlightCOMPUTER & INTERNET SECURITY24InteracTive September/October 2005Technology has become such aneveryday part of life that most of us would behard pressed to do without our various forms ofcommunications gadgetry. For many children,however, the computers they use at home andschool and their increasingly sophisticated mobilephones have provided a fast connection to fear.These children are among the rising number ofyoung technology users who have fallen victim toa growing new culture: cyber-bullying.Bullies have always been cowards, but neverhas it been so easy for the perpetrators to spreadtheir venom with such accuracy and impact froma safe distance. Emailing, internet chatrooms,websites and texting provide a rich choice ofconduits for the bully to utilise, often from thecomfort of their own homes. And as technologybecomes ever more sophisticated, so the job getseasier. The recent flurry of ‘happy slapping’ attacks,where a physical assault is recorded on mobilephone cameras before being circulated by emailand even on the Internet, is a cruelly efficient wayof hitting the victims both physically and mentally.Earlier this year, children’s charity NCH revealedthat 16 per cent of 11-19 year olds have beenthreatened or harassed by text messages, five percent have been bullied in internet chatrooms andFightinglikewithlikeHow technology canhelp schools and theirpupils to beat thegrowing and disturbingtrend of cyber-bullying.a further four per cent admit to having beentargeted by bullies via email. But many believethis is only the tip of the proverbial iceberg. In2002 the children’s helpline, Childline, reportedthat 87 per cent of young people were tooembarrassed to speak out about bullying, and two-thirds feared getting into trouble if they spokeout. Despite this, the charity reports a 42 per centrise in the number of children counselled onbullying last year.Taking it seriouslyThe Government is well aware of cyber-bullyingand encourages schools to act on complaints ofmalicious texting and emailing. Advice forteachers, posted on the TeacherNet website,encourages teachers to warn children to be carefulwho they give their phone number to, to keep arecord of the date and time of any offensivemessages they receive and to let a member of staffsee these. It goes on to say: ‘When pupils reportbullying text messages the school needs to takethe complaint seriously and the child’s familymight also need to contact the police. The samealso applies to malicious emails sent by otherpupils.’But this advice relies on young people havingthe courage to report incidents to their teachers inthe first place. They must be confident that theirtime-poor teachers will routinely be both accessibleand sympathetic. So what can schools do to ensuretheir students can enjoy the obvious benefits ofthe latest technology without putting themselvesat risk from the misery of the cyber-bullies?Ironically, technology itself provides some of themost innovative solutions to this problem. Ground-breaking technology companies such as TruancyCall Ltd and Securus Software Limited have comeup with products that beat the cyber-bullieswithout interfering with the functionality ofcomputers or mobile phones.25September/October 2005 InteracTiveManagement SpotlightCOMPUTER & INTERNET SECURITYText SomeoneFor example, school communication specialistsTruancy Call Ltd have developed a service calledText Someone, which allows children to reportincidents of bullying, theft, crime or any antisocialbehaviour directly to schools via text message,voice message or email. The system encourageschildren to report incidents, as it offers them acommunication tool which they are comfortablewith without the need for them to speak directlyto another person in the first instance. They cansimply leave their message by phone, text or email.Once the incident has been reported to TextSomeone, students will be reassured that theschool is aware and that their problem will befollowed up.Schools are given a dedicated mobile phonenumber, a local rate phone number and emailaddress for Text Someone, which can be promotedto pupils via posters and through the issuing of a‘Text Someone Card’ to each pupil containing allthe details they need. Whenever a pupil sends amessage to the service, it will automatically appearon the Text Someone system in the school and areply sent to the pupil to let them know theirmessage has been received. A member of schoolstaff can securely log onto the system to see allvoice, text and email messages reported by pupils.The system can even send a text or email alertingschool staff to a new message from pupils.The system helps tackle cyber-bullying becauseit provides the evidence that schools and parentsneed to take things further. Pupils can forwardoffending calls, texts, emails and web page linksto the system, where they are recorded and stored.Growing concernsStephen Clarke, managing director of Truancy CallLtd, says Text Someone was developed in responseto growing concerns about the misuse of mobilephones and computers – most children now haveaccess to computers at school if not at home.Currently 41 per cent of girls and 30 per cent ofboys aged between 5-18 in full-time educationown a mobile phone, and the numbers are growing.He explains: “With bullies using mobile phones,email and the Internet, there is no place for thevictim to hide. Children do not like to speak outabout bullying for fear that this will make theproblem even worse – and they don’t want to getcaught out by the bully while waiting to"
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Digital Learning

Fighting like with like

1 Nov 2006

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      string(5689) "learning tools. It’s frightening how useful the phones are – to some information-addicted users, they are a life support device. They allow not just students, but everyone in the world, to pursue personalised learning 24 hours a day – and they’ve changed life as we know it. Steve Levinson is an education and ICT writer.    e-learning reports 43Volume 1.1 n Creative Teaching & Learning Faking Facebook! Now that there’s a GCSE in ‘Digital Communications’, teachers need social networking sites as learning resources. ICT teacher Russell Webley reports on his project which uses imaginary Facebook profiles to uncover the damages of online information. T h e g r o w t h o f s o c i a l networking sites – even in the last five years – has been phenomenal. Today, you will be hard pressed to find a teenager who has never used a social networking site. But not all teachers are as keen – not only are they not as confident using Bebo, they know total freedom of information can be dangerous. Facebook is currently the biggest social networking site – with more than 350 million users worldwide of all ages. Too some young people, it’s as indispensible to their social life as their mobile phone. This level of engagement offers teachers a great opportunity in any curriculum subject – not just ICT lessons. Schools across the country are missing out on this opportunity by banning social networking on school computers. While it’s easy to see why social networks can be a distraction in lessons, this is an enemy that has to be embraced. Simply banning social networking is not going to keep young people safe – they can access them freely at home. Ignoring social networks doesn’t help young people at all – you can’t stop them going online. It is therefore vital that we teach young people how to safely make the most of new media. Giving a lecture on e-safety isn’t going to interest anyone, though. Teachers need to engage their students – by getting them to see how the issues affect them. The project At Southbank international school, we run a project with ‘grade nine’ (year 10) on online safety every year. It explores preventing identity theft, the dangers of virtual relationships and cyber-bullying. Working in groups, students use digital cameras to take pictures of each other to upload. Using Photoshop, each group is then asked to invent a ‘new student’ – a composite of the images of themselves. We then ask the students to come up with a name, background and identity for the new student. At our school, we have students from all over the world – so my students often enjoy choosing an exotic nationality. But in a non-international school this is still a good opportunity to get pupils researching cultures and locations on Wikipedia and Google maps. Each group then sets up a Facebook profile for their new student – filling in the ‘info’ section and uploading the composite photo as a profile picture. It is important that the pupils have free reign over what they upload and how they use Facebook’s privacy settings. We create a group for the ‘new students’ to chat. As these are fictional characters, many groups get carried away with what they share. After the groups have interacted with each other, there is a perfect opportunity to discuss some of the issues that could have arisen were the ‘new students’ real. Through this fictional profile, we can look at real- world examples of situations that arise when using social networking sites – without having to use students’ personal experiences. First we look at what information the groups have included on their profile, what they have said in conversation and whether they considered using the secur ity    e-learning reports 44 Creative Teaching & Learning n Volume 1.1 settings. Even giving away basic information like your date of birth, school or holiday plans can be dangerous if shared with the wrong people. We then discuss the fact that these ‘students’ are completely fictitious – which emphasises that it is difficult to tell who is really behind a profile. A 14 year old girl could as easily turn out to be a 40 year old man as a group of school children in an ICT class. However, it is not only interaction with strangers online that pupils need to consider. Bullying is always a problem – but the threat of cyber- bullying is growing and is more Repeating the project All teachers could use this model to discuss internet safety. Facebook is free to sign up to, and you can create as many profiles as you like. If your school does not have access to digital cameras or Photoshop, you could use a stock photo from Google Images. By creating an engaging, and, h o p e f u l l y , f u n a c t i v i t y w h i c h brings privacy issues to life, I hope my students will remember our discussions whenever they use social networks and digital media. Russell Webley is the director of ICT at Southbank international school. Roméo! Roméo! How classtime video conferencing made studying Romeo and Juliet – in French! – easy. M any schools use ICT to build international l inks. But Ricards Lodge high school for girls, in south west London, has gone one step further. Key stage four pupils at the school are collaborating with a Parisian school to rehearse plays by Shakespeare and Moliere via web cam and Skype. The students will perform their plays in London and Paris in June. How did it happen? The project came about through the school ’s partnership with College Colette in"
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Creative Teaching & Learning

Technology and learning

5 Apr 2010

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      string(5680) "In 2014, the Coalition government unveiled a £2m scheme designed to get people with mental health issues playing more sport. Run by Sport England, and mental health charity, Mind; the initiative saw a wide range of sports being offered to help people with their mental health. The scheme, Get Set to Go, now runs across eight areas in London, West Midlands, the North West and the North East. Areas were chosen for their relatively high levels of inactivity and people with mental health issues. The projects are led by local Mind offices. Experts are saying that schools, too, could use sport and physical activity to help deal with the mental health problems faced by their students. Department of Health figures show that one in four people in the UK will suffer from mental health problems, in their lifetime. One in six at any given time. That’s neurotic mental health issues such as anxiety, addiction, obsession, phobia, depression. And clinical problems like bipolar disorder, personality disorder, schizophrenia, eating disorders. ‘The horrible thing about mental health issues is they can strike indiscriminately,’ says Alex Welsh, Chief Executive of the London Playing Fields Foundation. Welsh, who set up the Coping through Football project in Waltham Forest seven years ago, to help people with their mental health problems. ‘People go through life and all of a sudden something happens. Some cope better than others.’Welsh, also a Tottenham Hotspur Community coach, adds: ‘Suicide is the biggest killer of 25-28 year old men, next to road traffic accidents. He believes that there’s an over-reliance on medication as a treatment for mental health problems. The best way to help a person with mental health issues, he thinks, is to give them the support they need before the problem becomes too acute. That’s where sport comes in. And schools.Over the last few years there have been plenty of stories about famous sports players and former players, suffering from mental illness.  Frank Bruno, Dame Kelly Holmes, Gary Speed, Jonathan Trott to name a few. Sport is about highs and lows, long periods away from home, pressure to perform to maintain a place in the team, and with it, a living, the expectation of team mates, bosses, fans and the media, fear of injury, anxiety about what to do after retirement. Playing sport, for fun, with friends in the community or at school is a different matter.Chris Wright, Head of Health and Wellbeing at the Youth Sport Trust says there is a direct link between doing more high quality physical activity and improving children and young people’s emotional and mental and physical health.He says that there are 850,000 5-16 year olds in the UK with a diagnosable mental illness. ‘This manifests in bullying, cyber bullying, self-harm,’ he says and puts this figure down to changes in society, the fact that children are under more pressure to succeed at school. ‘The education system is set up so that children have to perform at one moment in time,’ he says. ‘They know that how they do will determine their future, whether they go to University, find employment. Young people less access to support and services that address some of the issues raised by this.’Chris Wright believes there is a vital role for sport and physical activity to play here. ‘Sport helps people feel better about themselves,’ he says. ‘We’ve noticed, for instance, that teenage girls who do sport become more confident about how they look and feel more positive about themselves in general.’According to Mind, research shows that outdoor exercise can reduce depression and anxiety. The charity hopes that the Get Set Go project will encourage more people living with mental health problems to take up sport. ‘Structured physical activity programmes can help people recover from a mental health problem, and stay well long term,’ says Paul Farmer, Mind’s Chief Executive.Mind’s information manager, Sam Challis, adds that for a person with mild depression or anxiety, physical activity gets the endorphins going and can lift their mood almost immediately. ‘Just being outdoors can help people,’ he says. ‘There’s light, you’re surrounded by nature, away from those more bustling environments which may hold negative associations.’Sport gives people exercise, but it also has additional benefits. Rules and conventions govern play. People perform as individuals and as part of a team. They learn, apply and develop skills, knowledge and strategies. It’s structured activity that requires participants to think about what’s going on around them. There’s always something to focus your mind on and no time to think about your problems.Sport also teaches the sort of life skills that help people with mental health issues reintegrate into society. They can learn to ignore external distractions and concentrate on the task at hand. They work towards short-term individual targets. With team mates, they also work towards longer term targets. By taking action and shutting out negative external and internal influences, they can begin moulding their future by reacting to everyday occurrences in a way that brings them what they want. Chris Wright explains that the main challenge for schools is providing the right sporting and physical activity offer. One that encourages as many children as possible to get involved and stay involved. While curriculum time PE is essential for developing children’s fundamental movement skills, children must have access to a wide range"
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Inclusion

Good Sport, Bad Sport and Children's Mental Health

17 Oct 2017

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      string(4210) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.#StatusOfMindKeywordsSocial Media,young people,health, positive,negativeeffects, mood,inadequacy,anxiety, bodyimage, cyber-bullyingSummaryThis study by The Royal Society of Public Health and the Young Health Movement examinesthe positive and negative effects of social media on young people’s health.It asked 1,500 young people aged 11-25 to track their moods while using the five most popular socialmedia sites.It suggested Snapchat and Instagram were the most likely to inspire feelings of inadequacy andanxiety. YouTube had the most positive influence.Seven in 10 said Instagram made them feel worse about body image and half of 14-24-year-oldsreported Instagram and Facebook exacerbated feelings of anxiety. Two-thirds said Facebook madecyber-bullying worse.The study led Shirley Cramer, chief executive of RSPH, to call for three specific changes:1.     a pop-up notification when a young person has spent a certain amount of time online2.     a watermark on photos that have been digitally manipulated3.     school lessons on how to use social media in a healthy wayShe concluded: “Social media has become a space in which we form and build relationships, shapeself-identity, express ourselves and learn about the world around us; it is intrinsically linked to mentalhealth.”Key Points: ■ 91% of 16-24-year olds use the internet for social networking ■ Social media has been described as more addictive than  cigarettes and alcohol ■ Rates of anxiety and depression in young people have risen 70% in the past 25 years ■ Social media use is linked with increased rates of anxiety, depression and poor sleep ■ Cyberbullying is a growing problem with 7 in 10 young people saying they have experienced it. ■ Social media can improve young people’s access to other people’s experiences of health andexpert health information. ■ Those who use social media report being more emotionally supported through their contacts.Calls to Action: ■ Introduction of a pop-up heavy usage warning on social media.Week Commencing 19th February 2018https://www.rsph.org.uk/uploads/assets/uploaded/62be270a-a55f-4719-ad668c2ec7a74c2a.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Social media platforms to highlight when photos of people have been digitally manipulated ■ NHS England to apply the Information Standard Principles to health information published viasocial media ■ Safe social media use to be taught during PSHE education in schools. ■ Social media platforms to identify users who could be suffering from mental health problems bytheir posts, and discreetly sign post to support ■ Youth-workers and other professionals who engage with young people to have a digital (includingsocial) media component in their training ■ More research to be carried out into the effects of social media on young people’s mental health.What can parents do? ■ Keep an eye on how much time children spend online and ensure it is not interfering with activitiessuch as socialising, exercising, eating and sleeping ■ Consider bans on devices at mealtimes and take them away an hour before bedtime. Do not letchildren charge devices in their rooms ■ Talk regularly to children about what they do online, what posts they have made that day, whothey are friends with and how it is affecting their mood ■  With younger children, have access to passwords to regularly check content ■  Remember, Facebook, Twitter or Instagram officially bar children under 13 from having accounts ■  Encourage children to use the internet for creative things – helping with homework, making theirown content.WEB LINK#StatusOfMindhttps://www.rsph.org.uk/uploads/assets/uploaded/62be270a-a55f-4719-ad668c2ec7a74c2a.pdf"
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Leadership

#StatusOfMind

15 Feb 2018

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