Are smartphones damaging young people’s mental health?

by Stacey Dingwall

Last week saw the launch of Universities UK’s #stepchange campaign – a framework that aims to help universities support the mental wellbeing of their student populations. In their case for action as to why the framework was needed, the organisation noted that recent years have seen an increase in the number of student suicides in the UK and the US, as well as an increase in the number of students reporting mental health issues.

Both countries rank in the top 10 in terms of smartphone users across the world, with close to 70% of each country’s population being smartphone owners. And within that percentage, 18-24 year olds are the highest using age group.

Smartphone dependence and its impact

Earlier this year, the Royal Society for Public Health (RSPH) released a report that looked at the impact that the ubiquity of smartphones is having on young people’s mental health, focusing on their social media activity. Some of the headline figures from the report include the fact that over 90% of the 16-24 age group use the internet for social media, primarily via their phones. It is also noted that the number of people with at least one social media profile increased from 22% to 89% between 2007 and 2016. Also on the increase? The number of people experiencing mental health issues including anxiety and depression.

Can rising anxiety and depression rates really be linked to increased internet and smartphone use? The RSPH report notes that social media use has been linked to both, alongside having a detrimental impact on sleeping patterns, due to the blue light emitted by smartphones. This point came from a study carried out at Harvard, which looked at the impact of artificial lighting on circadian rhythms. While the study focused on the link between exposure to light at night and conditions including diabetes, it also noted an impact on sleep duration and melatonin secretion – both of which are linked to inducing depressive symptoms.

So what’s the answer? Smartphones aren’t going away anytime soon, as seen in the excitement that greets every new edition of the iPhone, a decade on from its launch. With children now being as young as 10 when they receive their first smartphone, parents obviously have a role in moderating use. This inevitably becomes more difficult as children grow up, however, and factors such as peer pressure come into play. And it’s also worth acknowledging that heavy smartphone use isn’t restricted to the younger generation – their parents are just as addicted as they are.

Supporting children and young people

In February Childline released figures which stated that they carried out over 92,000 counselling sessions with children and young people about their mental health and wellbeing in 2015-16 – equivalent to one every 11 minutes. Although technology clearly has its impact – the helpline has also reported a significant increase in the number of sessions it carries out in relation to cyberbullying – the blame can’t be laid completely at its door. Although the world has gone through turbulent times in the past, it’s been well documented recently that today’s young people have it worse than their parents’ generation, particularly in terms of home ownership and job stability. Others have pointed towards a loss of community connections in society, and children spending less time outdoors than previous generations – not only due to devices that keep them indoors but also hypervigilant parents.

In fact, perhaps we hear more about mental health issues experienced by children and young people because smartphones and social media have given them an outlet to express their feelings – something previous generations didn’t have the ability to do. What we should be focusing on is how to respond to these expressions – something we’re still not getting right, despite countless reports and articles making recommendations to governments on how they can do better in this area.

Follow us on Twitter to see what developments in public and social policy are interesting our research team. If you found this article interesting, you may also like to read our other articles on mental health.

Free school meals or breakfast clubs? Child hunger in England

by Stacey Dingwall

For a lot of us, the removal of the turkey twizzler was the biggest school meals-related political upset of the last decade. However, during the recent election campaign another, more serious, row emerged: over the provision of universal free school meals to English children in Reception through to Year 2.

Manifesto proposals

The proposal to scrap the policy introduced by the coalition government in 2014 was one of the Conservative manifesto proposals that didn’t make it to the Queen’s Speech. Schools minister Nick Gibb confirmed that the policy had been ditched at the start of this month, stating that existing provision would be retained following the government having “carefully listened” to parents.

In their manifesto, the Labour party promised to extend universal provision to all primary school aged children, to be funded by introducing VAT on private school fees.

Is FSM for all viable?

Financially, Labour’s proposal was deemed to be viable, in theory at least. Charging VAT on private school fees was calculated to be worth just over £1.5bn a year, provided all pupils were paying a full fee. The IFS have suggested that extending provision to all primary pupils would cost in the region of £950m annually.

In 2012 the IFS, in partnership with NatCen, carried out an evaluation of a pilot study which offered free school meals to all Year 6 pupils in Newham and Durham. The evaluation found that the pupils made around two months’ additional progress over a two-year period compared to similar children in other areas, although it wasn’t able to definitively identify how this progress was made – i.e. it was unable to conclude that the provision of free school meals was the reason.

Breakfast clubs

Discussing the evaluation findings within the context of the 2017 manifesto proposals, the IFS highlighted findings from other research they’ve carried out into breakfast clubs.  This is something we’ve discussed before on the blog: our 2015 post highlighted a range of evidence that school breakfast clubs have a positive impact on children’s academic performance. The IFS study looked at one of the schemes, Magic Breakfast, and found that improvements in pupil performance were “likely to be the result of the content or context of the school breakfasts”.

The Conservative manifesto pledged to provide free breakfasts in place of universal free lunch provision. This was dismissed as “not comparable” by parents however, and described by some in the education sector as merely a cost-cutting exercise (that had not in fact been costed correctly) rather than a drive to boost attainment.

Child hunger in 2017

The reason why so many were critical of the proposal to remove the universal entitlement to free school meals is that for some children, it’s the only nourishment they’ll receive all day. Just because a child is entitled to a free lunch doesn’t mean they’ll claim it – a range of evidence has highlighted the stigma children can be exposed to if meals aren’t free for all. Extending provision to all has been found to be the best way of helping those who need it most, rather than singling them out.

In 2017, it’s shameful that children in a developed country are still suffering from hunger. As new figures from the Trussell Trust reveal that the already shocking levels of reliance on foodbanks increases even more during school holidays, it’s clear that any policy which risks making the situation for already vulnerable children even worse needs to be abandoned.

Follow us on Twitter to see what developments in public and social policy are interesting our research team. If you found this article interesting, you may also like to read our other education articles. 

Who am I? The importance of life story books for looked after children

paper family on hand

By Heather Cameron

Every adopted child in the UK should have a life story book – an account of a child’s life in words, pictures and documents containing information on the child’s birth family, care placements and reasons for their adoption – which is given to them and their new family when preparing for a permanent placement.

Local authorities have a statutory duty to create life story books for all adopted children, providing them with a sense of identity and understanding of their early life before adoption. They are a well-established practice in the UK and most local authorities provide guidance on preparing them.

However, research has found that the quality of life story books varies hugely.

Variation in quality

The research, conducted by the Voluntary Adoption Agency, Coram, in collaboration with the University of Bristol, focused on adopters’ perspectives on their children’s life storybooks, which it identified as lacking from the academic literature.

Although adopters welcomed the idea of life story books, they were critical of their execution. And despite accounts of positive experiences, there was a broad consensus that:

  • many books were of poor quality;
  • children had been poorly prepared to explore their histories;
  • adoption professionals and agencies did not seem to prioritise life storybooks; and
  • adopters felt poorly prepared in how to use and update life storybooks with their children.

While 40% of adoptive parents said their books were ‘good’ or ‘excellent’, a third said they were ‘terrible’.

Issues were raised around lack of communication, opportunity to provide input and what was included in the books. One adopter said “We did not have the opportunity to discuss but what I would have said was this is rubbish – all of it is rubbish”. Another said “I can never show my daughter hers because there is stuff in there that I don’t ever what her to see”.

Another theme to emerge was an excessive focus on the birth family, foster family or social worker rather than the child, and the use of inappropriate language.

For those who regarded their books in a positive light, they believed the story was told well, was age appropriate and honest, and didn’t construct a ‘fairy tale’ that would give the child an unrealistic view.

Invaluable

For adopted children, life story books can be key to providing details of their history and background, providing continuity in their life histories and preparing them for a permanent placement.

Often, they are the only thing an adopted child has by way of personal, accurate and detailed information on their past. As one mother commented on the importance of birth photos, “It’s all they have left of their own babyhood”.

Done well, they can be invaluable, as described by one adopter:

‘a good quality life storybook builds a bridge back to that huge part of her that we didn’t see and it is her main link to her past’

It has therefore been argued that life story work should be prioritised and appropriate support provided.

Ingredients for success

Coram’s research highlighted several key things for successful life story work; one being having staff dedicated to life story work.

Bournemouth has been highlighted as an example of good practice for their life story work. Their separate adoption department appointed a dedicated family support practitioner to take on responsibility for the life story books for children adopted in Bournemouth.

In 2012, the council received an ‘outstanding’ rating by Ofsted and was named as joint adoption service of the year.

Also highlighted by the research, was that gaps in the narrative were not helpful, and support for adopters is paramount, as is training for social workers.

To improve the quality of life story work across the board, Coram’s report urges adoption agencies to make considerably better use of life story books and invest in improved training for professionals, while monitoring the quality of books produced and providing better access to support and guidance for adopters to engage in such important work with their children over time.

Bournemouth illustrates the importance of doing life story work well. And as the research concludes, “linking a child’s past and present is crucial ‘bridging’ work in enabling permanence in placements”.


If you enjoyed reading this, you may also like our previous articles on kinship carers and the value of foster care.

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Making science fun … 12 great STEM apps for primary and secondary pupils

british-science-weekBritish Science Week 2017 is in full swing and the theme this year is change. Whether it’s climate change or the changing seasons, transformative new materials or energy, there are changes happening all around us, all of the time. And British Science Week is also a chance to encourage young people to consider the changes they can enact to have a positive impact on the future. This may include choosing a career in STEM – science, technology, engineering, and maths.

Getting children and young people interested in STEM can be tricky, though. The British Science Week website includes lots of resources, and this year is promoting a citizen science ‘penguin-spotting’ project. Parents can also help, and what better way for kids to learn about STEM than through a fun interactive game on a tablet, phone, or other device?

There are some great examples of apps and computer-based games to help young people explore STEM concepts while experimenting, networking with other students, and sometimes even creating products.

We’ve highlighted some of these below – hopefully teachers, and parents, will have a look, be inspired and think about using them in school or at home.


Note: Many of the apps cover multiple areas of STEM. They are listed in order of recommended age of user from youngest to oldest. The apps are described by age and subject(s): Science, Technology, Engineering, Maths. So (4+) SEM means that the app is suitable for ages four and up, and students will learn about science, engineering, and maths.

  • Simple Machines by Tinybop
    (4+) SEM
    Students discover how simple machines work by conducting their own experiments and investigating invisible forces. Available in 40+ languages.
  • Endless Numbers by Originator Inc.
    (-5) M
    For children up to the age of five – this app is designed to set the stage for early numeracy learning. Although it is technically for kids below primary school age, it can be used to help older pupils who struggle with numeracy.
  • Blokify by Noquo Inc.
    (6+) SEM
    3D modeling software. Children can create toys that they can play with virtually, or physically via 3D printing.
  • Toca Lab by Toca Boca
    (6+) S
    Children explore the ‘colourful and electrifying world of science’ and interact with all 118 elements from the periodic table.
  • DoodleMaths by EZ Education
    (7+) M
    This app is designed to be used for only a few minutes daily. It identifies a child’s maths level and allows them to progress at their own pace. Teachers and parents can quickly and easily monitor a child’s progress. It’s also aligned to KS1 and KS2 National Curriculum for England and Wales.
  • Tynker for Schools by Neuron Fuel
    (9+) TE
    Kids learn to program and can build games, control drones, create apps, and more.
  • Learn Python by SoloLearn
    (9+) T
    A social and fun way for kids (and even adults!) to learn how to write Python code.
  • Tinkercad by Autodesk (Browser-based)
    (12+) SEM
    Pupils create 3D digital designs of toys, prototypes, home décor, jewellery and more.
  • 3D Brain by Cold Springs Harbor Laboratories
    (12+) S
    Pupils discover how the brain works using a 3D brain structure. They can also learn through interactive case studies about how brain damage, mental disorders and mental illness impact the physical structure of the brain.
  • Dragonbox Algebra 12+ by WeWantToKnow AS
    (12+) M
    A maths game that “levels up” based on pupil’s mastery of each concept or skill. Provides a balance between challenging children to advance their knowledge and understanding and allowing them to master concepts at their own pace.
  • Molecules by Theodore Gray by Touchpress Ltd
    (12+) S
    Students explore molecular dynamics. Also includes the full text of the book Molecules by Theodore Gray.
  • Ozobot
    (14+) T
    The app is used in conjunction with corresponding robots. Students learn to program an actual, tangible robot that they can control and then reprogram using the app.

The research for this blog was originally done by April Bowman, who joined us in July 2016 for a voluntary work experience placement, while studying for a Master’s in Public Policy at the University of Stirling, where her policy specialism was education policy and teaching practice.

Read some of our other blogs on education:

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Girls with autism – a hidden issue?

Three young girls hanging upside down in a park and laughing

by Stacey Dingwall

At the end of last month, the National Association of Head Teachers (NAHT) held its Big Shout conference in London. The event gathered together school leaders, health and education experts, parents, carers and women on the autistic spectrum with the intention of raising awareness of the ‘underdiagnosis of thousands’ of girls with autism.

Gender difference in diagnosis

The National Autistic Society points to various studies that estimate the ratio of male/female autism diagnosis as being anywhere from 2:1 to 16:1. Last year, the National Association of Special Educational Needs (nasen) published a guide to supporting girls with autism spectrum conditions which states that the ratio is typically regarded as 4:1. The guide notes that this is an average figure, and that the ratio increases to 10:1 among intellectually able individuals with autism spectrum disorder (ASD), and shrinks to 2:1 for groups with ASD and moderate to severe learning disabilities.

Nasen suggests that this gender difference has only recently been questioned, and points to several possible explanations for the variation:

  • Gender bias in existing screening and referral processes, diagnostic criteria and tools
  • Protective and compensatory factors in females
  • Different gender-specific autism spectrum condition (ASC) profiles

Nasen points to research going back as far as 1944 which found that while the girls who took part in the research displayed signs that were “reminiscent of autism”, they were not as “fully formed” as those seen in the boys.

As noted by Francesca Happé of the MRC Social, Genetic and Developmental Psychiatry Centre at King’s College London, diagnostic systems, as well as research studies and stereotypes of ASD, are still based on the experiences of males to this day. Despite evidence which indicates differences between girls’ and boys’ social-communication skills – an important factor in the diagnosis of ASD – girls are being assessed using a system that is biased towards the opposite gender.

The only specialist state school in the UK

Limpsfield Grange school in Surrey is the only state school for girls with autism in the UK. Headteacher Sarah Wild believes that girls can often go undiagnosed due to their tendency towards ‘masking’. She suggests that autistic girls are often more interested in socialising and building relationships than their male peers, and learn to copy the behaviour of those around them from an early age as a coping strategy.

Nasen makes a similar point with regards to the topics that girls with autism can become obsessive about, which is often a neurological sign of autism. Girls’ special interests can tend to materialise in areas such as boybands, or looking after animals – interests that don’t seem out of the ‘ordinary’ for their age group. Boys, on the other hand, are more likely to focus on technical, niche topics that can make diagnosis more straightforward.

Sarah Wild is not a fan of the word ‘diagnosis’ when it comes to autism, which she thinks “makes it sound like cancer” or another illness. As opposed to US schools which focus on “curing”, Limpsfield Grange employs a ‘hybrid’ model that focuses on moving away from the medical model and towards the social integration model in place in Australia.

Taking action

As the only school of its kind in the UK, Limpsfield Grange recognises its important role in raising awareness of females with autism. The school has published two novels that follow the journey of an autistic girl called M, and made a documentary that was shown on ITV in 2015.

Speaking at the Big Shout, Professor Francesca Happé said that “Unless we change our male stereotypes of autism, and find out much more about female autism, girls will continue to miss out on the recognition and support in childhood that could have helped them to understand themselves and interact with others, to fulfil their potential.”

Her words were echoed by Professor Barry Carpenter, Chair of the Autism and Girls Forum, who said that action from politicians and researchers in this area was “desperately needed”.


Follow us on Twitter to see what developments in public and social policy are interesting our research team. If you found this article interesting, you may also like to read our other articles on children and young people.

Talking to children about poverty: why education needs to get in on the act

boy with bear

1 in 5 children in poverty

Scotland has one of the highest rates of child poverty in the UK. The latest figures from the Joseph Rowntree Foundation estimate that 1 in 5 children in Scotland live in poverty, with the figure rising to 1 in 3 in the urban centre of Glasgow. With more and more families falling into relative poverty and the numbers of working poor rising, the newly branded “JAMs” (just about managing) are, in some cases not managing, having to decide between heating their house or feeding their families.

People are affected by poverty in many different ways. For adults it can lower self-esteem, increase levels of stress, and can have consequences for mental and physical health. However, it’s sometimes forgotten that many children can feel these same effects from growing up in a family living in poverty.

In the same way as adults, many children suffer from low self-esteem and feel the invisible burden of the stigma that the label of “poverty” places on them. In addition, children affected by poverty:

  • are more likely to be victims of bullying;
  • tend to have lower attainment at school;
  • have fewer social networks or groups of friends;
  • suffer from poorer physical and mental health;
  • have less chance of leaving school with a full set of qualifications and going on to further or higher education (despite the best efforts of various governments to change this); and
  • are more likely than “affluent children” to spend their adulthood in poverty too.

How children understand poverty

Many children have an understanding of poverty as meaning “poor” or lacking in money. Concepts such as heating a home, building personal debt or not being able to afford to travel to work are not things they yet associate as being part of the cost of living, despite many of them seeing their own parents face these struggles on a weekly basis.

They associate poverty with foreign, particularly third world nations, as well as with homelessness, loneliness, a lack of familial support and a reliance on donations. Many children, even from the poorest backgrounds do not recognise themselves as being in poverty. This is something highlighted in research conducted by the Scottish Universities Insight Institute (SUII), which looked at child perceptions of poverty, and expressing these through alternate methods such as art.

In the study, children from schools in less affluent areas of Glasgow and Aberdeen were surveyed and many regarded notions of poverty as a distant, “third world” concept. However, when they were engaged in more creative methods, such as drama, or art, expressions of their experiences of poverty became more acute.

School children raising hands. View from behind.

Engaging education professionals in the poverty discourse

In Scotland, the overarching framework of Getting it Right for Every Child (GIRFEC) is designed to bring services and professionals with whom children come into contact closer together to create a complete model of care for a child. It is interesting that in the latest commitment to tackling child poverty in Scotland there is no commitment to including teachers or education in general, in the same way as health professionals or social workers.

We know that poverty can have an adverse impact on wellbeing and on learning, and that children who live in poverty are more likely to be absent from school. However, education professionals are largely excluded from the discussions which child welfare officers, social workers, doctors and third sector colleagues are already having around the health and wellbeing of children who are living in poverty.

In a practical sense schools do, to a degree, already engage in reducing the impact of child poverty by providing financial and practical help. This could include subsidies for school meals or trips, the donation of free uniforms, breakfast clubs and tutoring after school classes. There have even been cases of individual teachers giving children clean clothes, meals or allowing them to sleep in the staff room at break and lunchtimes to allow them to catch up on sleep lost because of a disruptive lifestyle at home. However, talking about poverty with children is often neglected. This is something that academics are keen to see schools do more of – use their position to engage children in talking about poverty in order to help identify children at risk, but also to help raise the issue with other children who may not have experienced it or know what it is.

Using creative methods in schools to talk about poverty

Many academics argue that statistics on attainment can be misleading – while poverty has a significant impact, it does not correlate directly to cognitive ability. As one researcher at a seminar suggested, “just because you were born poor does not mean you were born without the ability to learn”. While there is evidence to suggest the slower development of children who live in poverty is acute in the early years, there is also evidence that the attainment gap is closing – what children in poverty miss out on is opportunity, variation and experience, and a chance to develop, rather than having lower overall cognitive function. This is one of the reasons, academics argue, it is so vital to engage teachers in wider discussions on child poverty.

For example, the vocabulary of children in poverty is often smaller in range than that of their more affluent peers. But, rather than this being the result of reduced cognitive function, researchers have found that this is primarily because they have not had the need to learn new words. Unlike children from more affluent backgrounds, they tend to remain within their community unit, using more colloquial language and a more limited number of words; they also often have less access to books or exposure to cultural experiences. That is not to say that they could not learn or have learnt all of the words that a child from a more affluent area knows; it’s just that they have not had the need or the opportunity to learn them yet. With this in mind, alternative methods of communication such as art, dance and storytelling could prove useful in explaining poverty to children, and helping them to discuss their experiences and understanding of what it means to be in poverty.

künstlermaterial

Using creative ways of communicating and engaging with children has already been found useful in helping them to talk about other issues personal to them, such as trauma or abuse. Researchers from the Scottish University Insight Institute-funded research team employed similar methods, using art, drama and play to help children express their feelings on poverty, and how it could be tackled in their communities. Children acted out scenarios, wrote poems, and created a number of pieces of tactile artwork, including sculptures and drawings. It was thought that these same methods could be used by teachers as a way to allow children to communicate their feelings about poverty and express issues relating to their own personal experiences without feeling stigmatised or singled out by other members of the class.

It is clear that the education profession has an important role, not only in helping to alleviate the effects of poverty on children through schemes like breakfast clubs, but also in a teaching and learning role. Many teachers and schools are averse to raise issues of money or poverty with children for fear of placing unnecessary distress onto children. However, sensitive and context-aware teaching on the issues around poverty should be seen as an opportunity, not a burden to teachers.

Effective discussion could go a long way to helping children to open up about experiences of poverty and also help them to be more understanding of other children who are living in poverty, reducing stigma and encouraging positive action within their local communities.


This blog reflects on research from the Scottish Universities Insight Institute and seminar participation at the Centre for Child Well-being and Protection at the University of Stirling.

Follow us on Twitter to see what developments in public and social policy are interesting our research team. If you found this article interesting, you may also like to read our other article on arts based practice with children.

Coding in Glasgow’s public libraries

by Stacey Dingwall

Last week saw the annual CILIPS Autumn Gathering take place in Glasgow. CILIPS is the Scottish branch of the professional body for librarians and information professionals in the UK (CILIP). The Autumn Gathering provides professionals in Scotland with an opportunity to get together to discuss issues and trends within the sector and share best practice.

The day saw a range of sessions alongside two keynote addresses from Marc Lambert, CEO of the Scottish Book Trust, and Diane Bruxvoort from the University of Aberdeen. One of the most interesting talks I attended was given by Martin Goodfellow, who is the Coder in Residence at Glasgow Life. Martin previously worked on the Future Makers project, providing 5-17 year olds in Glasgow with the opportunity to learn digital making skills. The project was made possible due to the city winning Innovate UK’s Future Cities Demonstrator competition, and £24m in funding to explore ways to improve the city and the quality of life for its residents through technology.

For the uninitiated, Martin explained that coding=programming. It’s a form of computational thinking: something we all use in everyday life, e.g. in deciding when to stop looking for something, be it when shopping or looking for information.

Coding in Libraries

Martin’s remit is to support the creation of coding clubs in Glasgow’s public libraries. Glasgow is the first library service in the UK to have a Coder in Residence, and Martin is based at the city’s Mitchell Library, which has its own Digital Making Space and recently opened Scotland’s first Google Digital Garage.

In partnership with CoderDojo Scotland and Virgin Media, the first Glasgow coding club was set up in the Mitchell’s Digital Making Space. The club hosts regular CoderDojo events, and the clubs have started to roll out to several of Glasgow’s local libraries.

The events are aimed at young people aged 8-17 and operate democratically, in that there is no set curriculum in place at the clubs. Instead, participants work on their own projects or suggest ideas for the club to take part in. Martin described some of the projects the club have been involved in, noting that these are sometimes in collaboration with other cultural events in Glasgow. For example, during the last Celtic Connections festival, some of the young coders were involved in building a program that saw Scotland the Brave remixed using various different effects. He also showed off a 3D printed Mitchell Library created by the club in Mindcraft as part of the BBC’s Build it Scotland event, which is to be included in a forthcoming visual map of Scotland.

Making not consuming

Martin explained that club had used Sonic Pi in order to create the music program. This is just one of the software packages that participants can access at the clubs, alongside tools including Raspberry Pi and Scratch. He also demonstrated one of the outcomes of the club’s use of Twine, which had resulted in the creation of a ‘choose your own adventure’ style game, which sees players either going from the Mitchell to a secret Biffy Clyro gig, or missing out on the gig, depending on their choices.

Here, Martin placed an emphasis on public libraries being seen as not only a space where people can use technology to access resources, but also learn how to use technology: digital making, not just digital consumption. This is similar to the makerspace movement in libraries, which we looked at on the blog last month.

Teaching children how to code is part of the gamificiation of education trend, which takes concepts that children are used to in video games and uses these to support educational attainment. Gamification in general is a key trend at the moment, as seen in apps like Pokémon Go which is suggested to produce physical health benefits for players.

Martin highlighted that the clubs have worked with the STEMnet Ambassador programme, in which people volunteer to support and encourage young people to participate in, and enjoy, STEM subjects, both in and outside of the school setting. With the UK facing an estimated shortfall of 40,000 STEM workers per year (often blamed on societal stereotypes which can discourage certain groups  particularly girls   from studying STEM subjects), the work that the programme and initiatives like the coding clubs do is vital.

The future

The fact that there has been no real need to promote the coding clubs in Glasgow beyond using social media shows that young people are interested in STEM subjects, if they are presented in a way that is enjoyable and accessible to them. Martin spoke about Glasgow’s participation in National Coding Week last month, during which the clubs hosted a range of events including intergenerational sessions, which saw parents come in and learn from their kids about coding. The idea of ‘teaching an adult to code’ is one that is hoped to be continued in the coding clubs. The other key aims include having a club running in every one of the city’s public libraries, expanding the clubs into schools, and ensuring their sustainability.

If you liked this, you might like our other posts on STEM and digital participation:

Grandparents – the ‘hidden army’ of kinship carers

mamy and the little boy

By Heather Cameron

Tomorrow is the International Day of Older Persons, designated by the United Nations in order to recognise the important contributions made by older people, while raising awareness of the issues of ageing.

Today there are around 600 million people aged 60 years and over world-wide. A number that is set to double by 2025 and reach 2 billion by 2050.

With people living longer and healthier lives, it is not surprising older people are playing a considerably more active and increasingly important role in society. Not least when it comes to contributing to the care of their grandchildren.

Extent of kinship care

Kinship care – when children are brought up by relatives or family friends in the absence of their parents – has grown markedly in recent years.

It is estimated that between 200,000 and 300,000 grandparents and other relatives are raising children who are unable to live with their parents. Common reasons cited for this include abuse and neglect, parental illness or disability, parental substance misuse, domestic violence or death of a parent.

In examining the prevalence of kinship care, drawing on census data, a recent University of Bristol study found that there has been a 7% increase in the kinship child population in England since 2001 – more than three times that of the population growth rate of all children in England, which was 2% over the same time period.

The study also found that one in two (51%) children were growing up in households headed by grandparents.

Positive outcomes

With regard to the children in kinship care, research suggests that they do ‘significantly better than children in care’, both emotionally and academically.

Indeed, a recent study on the educational outcomes of looked after children found that children in long-term foster or kinship care made better progress than children in other care settings.

The largest kinship carer survey in the UK, conducted by Family Rights Group, also highlights the effectiveness of kinship care in preventing children entering or remaining within the care system, to the benefit of both the child and the public purse. The data found that 56% of children had come to live with the kinship carer straight from the parents’ home, with 27% having been in unrelated foster care.

The caring contribution of grandparents has also been shown to have made a material difference to maternal rates of employment.

And as 95% of children being raised in kinship care are not officially ‘looked after’, billions of pounds are saved each year on care costs.

But while benefiting the public purse, and despite evidence that kinship children have better outcomes, many kinship families face a financial burden. The University of Bristol study found that 40% of all children in kinship care in England were living in households located in the 20% of the poorest areas in England (an improvement of only 4% since 2001), and three quarters (76%) of kinship children were living in a deprived household.

Impact on grandparents

As there is no statutory requirement for local authorities to make provision for kinship carers and no automatic right to child benefit, many receive no formal support; leading to financial hardship, and the stress that comes with it.

Many kinship carers have had to give up work or reduce their working hours, either permanently or temporarily. And this is often their main source of income.

A study from Grandparents Plus on discrimination against kinship carers found that of the 77% of grandparents that have asked for professional help, only 33% received the help they needed. And 30% said they didn’t receive any support at all.

The study also found that, overall, kinship carers score ‘significantly below average’ when it comes to their wellbeing.

Other recent research has suggested that regular and occasional care for grandchildren can impact on the mental health of grandparents. The findings indicated that ten additional hours of childcare per month increases the probability of developing depressive symptoms by 3.0 and 3.2 percentage point for grandmothers and 5.4 to 5.9 percentage points for grandfathers.

Policies that substitute informal with formal childcare, it argued, could improve the mental wellbeing of grandparents.

Of course there are positive impacts on grandparents too, many of whom find caring for grandchildren rewarding and who enjoy closer relationships with them, which can in turn have a positive effect on their health. As the research suggests:

the effect of grandchild care provision on grandparents’ health seems to depend on its intensity, the cultural context, as well as on its stability and change.”

Final thoughts

It is clear that grandparents play an increasingly vital role in family life. But it seems this role is in need of greater recognition and support, if society is to continue to benefit from this ‘hidden army’ of kinship carers.


If you enjoyed reading this, you may also be interested in our previous blog on the economic opportunities of an ageing society, published on last year’s International Day of Older Persons.

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Pokémon Go for health improvements?

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by Stacey Dingwall

Due to the number of headlines, stories and anecdotes it’s generated, you would be forgiven for thinking that Pokémon Go had been around for months. In fact, the app only officially launched in the UK on the 14th of July, following its initial rollout a week before in the US, Australia and New Zealand. In amongst reports of players straying onto private property, construction sites and train tracks, as well as criminals and police forces using the game’s lure function to their advantage, have been suggestions that the app has real potential to improve the health and fitness of its players.

Transformed from its 90s incarnation of a trading cards game into a GPS powered app, Pokémon Go nevertheless retains its main aim: gotta catch ‘em all. Pokémon appear to players – trainers as they are known in the game – as they move around their area. Crucially, some Pokémon are only available in certain areas (or continents!), meaning that trainers will not be able to achieve the game’s objective unless they move around further than their immediate location.

Gotta catch the…health benefits?

This is where the potential health benefits lie. The first player to catch them all (or all of those available in his country, at least), Roberto Vazquez told journalists that his quest had led to him walking 165 miles (12-25 per day), losing 25lbs in the process. Plastic surgeons Clinic Compare have even managed to calculate how many Pokémon the average person would have to catch in order to lose weight, by comparing the number of calories burned per hour with the average amount of time it takes players to catch a single Pokémon. For example, according to their estimates, it would take 16.27 days for a 165lb female playing the game for 43 minutes each day to lose 1lb, while jogging at a speed of five miles per hour.

It has also been suggested that the app has the potential to help children meet their recommended physical activity levels, without even realising it. With evidence indicating that children are only almost half as likely to want to play outdoors than their parents did at their age, choosing to stay indoors and watch TV or play video games instead, it could be argued that Pokémon Go presents the perfect opportunity to combine indoor and outdoor play.

What does the evidence say?

It’s important to acknowledge that these examples are either anecdotal or based on averages not actually generated by the app itself. While it’s still too early to collect reliable statistics on the game’s potential health impact, qualified medical professionals have stated their belief that it may be a force for good. In an editorial for the BMJ, Glasgow-based GP Margaret McCartney notes the potential for Pokémon Go and similar apps to “make the streets an active, reclaimed playground”, which she describes as a “tantalising side effect” of an app that is not specifically marketed as having the potential to positively impact on players’ health and wellbeing.

Pokémon Go is not the first entertainment-based game to have caught the eye of professionals and policymakers due to its potential for promoting physical activity. Evaluations of Nintendo Wii Fit, for example, have suggested that regular use has the potential to have a positive impact on different groups of people, including those with MS. Regular use is obviously essential in order to generate reliable evidence of whether or not Pokémon Go can have any genuine impact on health and wellbeing. Although cynics may argue that the app is just another fad that will soon die down, the data suggests it’s here to stay for at least the foreseeable future, with 6.1 million trainers in Britain alone, 87% of which were still playing a week after downloading.


Follow us on Twitter to see what developments in public and social policy are interesting our research team. If you found this article interesting, you may also like to read our profile of 12 great STEM apps for primary and secondary pupils.