UK School Students Research Articles

Beyond bad behaviour? Towards a broader understanding of school student activism

This paper explores UK school students’ protest activism relating to their schools’ policies and practices, drawing on two datasets: 1) a newspaper analysis of media reports relating to school protests between 2000 and 2021; 2) a survey of 800 secondary school pupils in Wales. Drawing on social movements literature and adapting concepts for the school environment, we present a framework for exploring children’s protest repertoires that distinguishes between institutionalised, legitimated and disruptive forms of activism. Our analysis outlines trends in pupil protest activities and explores stated motivations for protesting. We find that pupils are using a broad range of protest actions, often in combination, to voice concerns about school-based issues. Our data also suggest that pupils link their grievances to wider themes of social justice, rights, fairness and solidarity. Using principles of critical pedagogy, our study challenges hegemonic and deficit-laden ideas about children’s (mis)behaviour as potential mis-readings of activism.

Impact of meningococcal ACWY conjugate vaccines on pharyngeal carriage in adolescents: evidence for herd protection from the UK MenACWY programme

ObjectiveSerogroup W and Y invasive meningococcal disease increased globally from 2000 onwards. Responding to a rapid increase in serogroup W clonal complex 11 (W:cc11) invasive meningococcal disease, the UK replaced an adolescent booster dose of meningococcal C conjugate vaccine with quadrivalent MenACWY conjugate vaccine in 2015. By 2018, the vaccine coverage in the eligible school cohorts aged 14 to 19 years was 84%. We assessed the impact of the MenACWY vaccination programme on meningococcal carriage. MethodsAn observational study of culture-defined oropharyngeal meningococcal carriage prevalence before and after the start of the MenACWY vaccination programme in UK school students, aged 15 to 19 years, using two cross-sectional studies: 2014 to 2015 “UKMenCar4” and 2018 “Be on the TEAM” (ISRCTN75858406). ResultsA total of 10 625 participants preimplementation and 13 438 postimplementation were included. Carriage of genogroups C, W, and Y (combined) decreased from 2.03 to 0.71% (OR 0.34 [95% CI 0.27–0.44], p < 0.001). Carriage of genogroup B meningococci did not change (1.26% vs 1.23% [95% CI 0.77–1.22], p = 0.80) and genogroup C remained rare (n = 7/10 625 vs 17/13 438, p = 0.135). The proportion of serogroup positive isolates (i.e. those expressing capsule) decreased for genogroup W by 53.8% (95% CI -5.0 – 79.8, p = 0.016) and for genogroup Y by 30.1% (95% CI 8.946·3, p = 0.0025). DiscussionThe UK MenACWY vaccination programme reduced carriage acquisition of genogroup and serogroup Y and W meningococci and sustained low levels of genogroup C carriage. These data support the use of quadrivalent MenACWY conjugate vaccine for indirect (herd) protection.

Happier during lockdown: a descriptive analysis of self-reported wellbeing in 17,000 UK school students during Covid-19 lockdown

Relatively little research has focused on children and young people (CYP) whose mental health and wellbeing improved during Covid-19 lockdown measures. We aimed to (1) determine the proportion of CYP who self-reported improvement in their mental wellbeing during the first Covid-19 lockdown and (2) describe the characteristics of this group in relation to their peers. We conducted a descriptive analysis of data from the 2020 OxWell Student Survey, a self-report, cross-sectional survey of English CYP. A total of 16,940 CYP primarily aged 8–18 years reported on change in mental wellbeing during lockdown. We characterised these CYP in terms of school, home, relational, and lifestyle factors as well as feelings about returning to school. One-third (33%) of CYP reported improved mental wellbeing during the first UK national lockdown. Compared with peers who reported no change or deterioration, a higher proportion of CYP with improved mental wellbeing reported improved relationships with friends and family, less loneliness and exclusion, reduced bullying, better management of school tasks, and more sleep and exercise during lockdown. In conclusion, a sizeable minority of CYP reported improved mental wellbeing during lockdown. Determining the reasons why these CYP felt they fared better during lockdown and considering how these beneficial experiences can be maintained beyond the pandemic might provide insights into how to promote the future mental health and wellbeing of school-aged CYP. All those working with CYP now have an opportunity to consider whether a systemic shift is needed in order to understand and realise any learnings from experiences during the pandemic.

Attitudes to the use of Google Translate for L2 production: analysis of chatroom discussions among UK secondary school students

ABSTRACT This paper presents the findings of a research project on UK school students’ attitudes to the use of Free Online Machine Translation for L2 production and more specifically in preparing for assessment. Data were collected from a publicly available online forum to analyse students’ spontaneous discussion of the use of Free Online Machine Translation, predominantly Google Translate. The majority of relevant comments were posted by secondary school students in the UK, regarding the use of Google Translate for GCSE examinations. The findings reveal that use of Google Translate for assignments was accepted practice among secondary school students in the UK over the last decade. However, they show mixed attitudes to this usage, and the nature of the discussion changed over the decade as a result of the evolution of Google Translate and changes to UK examination requirements. This study is original in its use of netnography, the study of online communities, to analyse students’ comments to each other about their use of Google Translate in preparing for modern foreign languages (MFL) coursework. These findings, therefore, serve to inform the debate on how schools and universities should respond to student Google Translate usage for language learning and assignments.

Enhancing physical geography schools outreach: Insights from co-production and storytelling narratives

Global environmental change is one of the most pressing issues facing future generations. Equipping schoolchildren with a clear understanding of physical geography is therefore a key educational priority. Effectively engaging schoolchildren with complex scientific ideas can be challenging, but with the appropriate tools, scientists can play a valuable role in developing meaningful science communication experiences. Climate Explorers addressed these issues by forging a collaboration between physical geography and social science academics, and 320 UK school students and their teachers in seven primary (elementary) schools. Using insights from co-production techniques and storytelling, the project aimed to 1) produce new open access, online climate science education resources, and 2) test co-production and storytelling approaches to physical geography science engagement. Our findings demonstrated that school children responded especially well to working with ‘real life’ scientists, where meaningful and memorable educational interactions were forged through the use of narratives, personal experiences and tailored language. Here we summarise our approach, and provide templates that can be readily applied by scientists working across the physical geography spectrum anywhere in the world. The flexibility of the templates means that they can be adapted and developed for a range of formats, from small-scale community workshops to national-scale educational initiatives, for delivery both in-person or online. We hope that our approach will provide a springboard to transform and enhance physical geography science communication more broadly.

Unification of Multimedia with Techniques of Art and Vedic Aphorisms for Development of Mathematical Skills: A Study of Indian and UK School Students

Multimedia programs having a number of elements like Texts, spoken words, sound & music, graphics, animations and still pictures provide different stimuli in their presentations. Art is the field of education that provides a platform for rigorous investigation, representation, expression, and reflection of both scholastic content and the art form itself. The integration of art with other subjects of school curriculum can open new pathways of learning for students, particularly for those who are at risk and have special needs. Vedic Mathematics is an approach to resolve the crisis in education especially in the field of mathematics. It is not simply a collection of new computational techniques; rather, it provides an entirely different approach to mathematical computation based on pattern recognition. It has been shown that the system is applicable to up-to-date aspects of mathematics both at an elementary level as well as in more sophisticated fields. The present paper deals with the development of multimedia packages using techniques of art and Vedic aphorisms on some selected common topics of curriculum of UK and Indian elementary mathematics and the effectiveness of multimedia packages for the development of mathematical skills. The study was conducted using quasi experimental design for research in both the countries. The quantitative analysis of data revealed that the multimedia packages developed by using techniques of art and Vedic Aphorisms have significantly improved the mathematical skills of UK elementary school students.

Investigating the impact of classroom climate on UK school students taking part in a science inquiry-based learning programme – CREST

ABSTRACT Understanding students’ capacity to direct their learning in school and beyond has been a sustained area of interest for practising science teachers, policy-makers, and educational researchers. This paper presents results from a longitudinal quasi-experimental study carried out to examine changes in students’ self-reported levels of self-regulatory processes and related motivations in science through taking part in an inquiry-based learning programme, the CREST programme. The study included a total of 178 students (aged 12-13) and was conducted in an individual school in Scotland. Previously published and validated measures of self-regulatory processes and related motivations were included as dependent variables and student classroom allocation was used as the independent variable in order to investigate the presence of any differences between the nine CREST classes in terms of changes on the measured variables. Results showed that overall, students experienced significant increases in levels of self-regulated learning, self-determination, self-efficacy, intrinsic motivation, and overall science motivation through participation in CREST. By contrast, a reference control class of students not taking part in the programme showed no significant changes on any measured outcomes. The findings also revealed no significant differences among the nine classes that participated in CREST in terms of changes on the outcome variables.

Using a moot to develop students' understanding of human cloning and statutory interpretation.

This article reports and analyses the method and findings from a 3-year interdisciplinary project investigating how the medium of law can support understanding of socio-scientific issues. Law represents one of the most important means by which society decides and communicates its values. Activities mirroring legal processes therefore have significant potential to inform, inspire and involve school students in exploring the conceptual, social and ethical issues relating to developments in biomedical science. This article focusses on an intervention-style study in which UK-based 16- to 17-year-old students role played a Supreme Court moot, developed by modifying a domestic appeal case concerned with whether the contemporary legislation covered the creation of cloned human embryos. We draw attention to how the science of cloning has been slightly misunderstood by the courts and in science materials provided to UK school students. We argue that moot-centred engagement activities offer great potential for science communication among post-16 students and, despite the limitations of the judicial process for addressing complex socio-scientific issues, such role plays aid development of scientific and sociolegal understanding, as well as enhancing students’ self-confidence and argumentation skills.

Parental guidance about drinking: Relationship with teenage psychoactive substance use

Parental guidance concerning alcohol was explored using data from a 2007 survey of 2179 UK school students aged 15 and 16 years. Cluster analysis based on questions about parental advice was used to establish seven student groups. Associations between groups, other family background and psychoactive substance use variables were explored. Substance use was least common amongst students whose parents discouraged drinking and those who claimed to have received no parental guidance. The heaviest substance users were teenagers from families with more favourable, tolerant attitudes to alcohol and intoxication and among students who failed to answer the questions about parental guidance. These scored highly on cannabis and other drug use. The cluster in which there was comprehensive discussion with the parents about alcohol use had an intermediate position in relation to substance use. In logistic regressions parental guidance was consistently associated with substance use with several other background variables controlled.

The Internet in Social Marketing Research

SUMMARY Social marketing campaigns are usually aimed at problems that exact a large toll in the community. Any campaign must be properly researched during the development process and afterward, to assess its impact. The target market for social marketing campaigns often includes younger members of the community. The research methodology used when developing or assessing these campaigns must therefore be appropriate to adolescents. This article discusses the application of Internet technology to research among adolescents using experience gained while testing potential anti-smoking messages among a sample of UK school students to illustrate the issues. Internet-based research has the potential to generate data that is comparable to that generated by conventional research methods and with improved efficiency in terms of timescale, cost, quality, and quantity of responses.

Trends in drinking, smoking and illicit drug use among 15‐ and 16‐year‐olds in the UK (1995–2003)

This paper describes the results of drinking, smoking and illicit drug use among a representative sample of 2,032 UK school students aged 15 and 16 years in a cross‐sectional, single‐phase survey based on a stratified cluster sample of 77 UK secondary schools between March and July 2003. These findings are compared with those of two earlier surveys conducted in 1995 and 1999. Pupils completed a 380‐item standardized questionnaire under examination conditions. Over 90% had consumed alcohol at some time and 75% had experienced being drunk; almost 30% had smoked cigarettes in the past 30 days and almost 40% had tried illicit drugs at some time, mainly cannabis. Comparison with two previous surveys suggests that “binge” drinking among girls had risen and illicit drug use had fallen between 1995 and 1999 and that there was no further change in 2003. For boys, there was a significant drop in the variable “cigarette smoking in the past 30 days” between 1999 and 2003. There were no statistically significant changes in frequency of alcohol consumption and experience of intoxication between 1995 and 2003. The statistically significant increase in binge drinking among girls contrasts with the stability of the other variables considered over the 8 years under consideration. Heavy or “binge” drinking and illicit drug use amongst teenagers are clearly still matters for real concern. The increase in risky drinking among girls requires special attention. Even so, the continued tobacco use of some teenagers remains the major risk to health. It is concluded that past strategies to curb potentially problematic use of alcohol, tobacco and illicit drugs have met with only limited success. Health promotion is clearly not enough to reduce the risks associated with legal and illicit drugs by young people. Innovative “harm minimization” measures should be adopted and evaluated.

Heavy cannabis use among UK teenagers: an exploration

Findings are presented from a survey of a sample of 2641 UK school students aged 15–16 years. This exercise was part of the 30 country European School Survey Project on Alcohol and other Drugs (ESPAD). The 201 students who reported using cannabis (marihuana) 40 times or more were examined using cluster analysis. They were also compared to other students. Three clusters of heavy cannabis users emerged. The smallest was largely distinguished by antisocial behaviour. Another cluster were clearly unhappy, with little support from parents and friends, high levels of depressed mood and low levels of self-esteem. The largest cluster were ‘ordinary’ and had little to distinguish them apart from a belief that their environment was stable and predictable and that society's rules should be obeyed. Although clear relationships emerged between heavy cannabis use and heavy use of other substances, the ‘ordinary’ cluster of heavy cannabis users were less likely than the others to have used other illicit drugs. It is therefore concluded that teenage heavy cannabis users have varied motivations and contexts for their usage. They should not be seen as a homogeneous group and many do not appear to use other illicit drugs.