The charity warns referrals are likely to rise further under current lockdown restrictions
NSPCC urges people to speak out if they have concerns about a child’s safety or wellbeing
Referrals from the NSPCC helpline to agencies in Scotland about children living with domestic abuse have increased by more than 30% during the pandemic.
The latest figures reveal that the average monthly number of referrals about this issue to Scottish agencies, such as police and local authorities, has risen from 32 in the first three months of last year to 42 in the remainder months. A total of 377 referrals were made between April 1 and December 31.
Across the UK, the average monthly number of contacts to the NSPCC helpline about this issue has increased by more than 50%. Concerned neighbours have increasingly reported hearing non-stop arguing and kids crying to the charity’s confidential helpline for adults worried about children.
The NSPCC’s frontline teams are concerned that the risk of young people suffering the toxic consequences of domestic abuse has been heightened.
One member of the public who called the Helpline for advice said: “For the past few weeks, I’ve been hearing loud and aggressive shouting between a man and woman who live a few doors away from me.
“They’re at it pretty much every day and it generally lasts a couple of hours. Sometimes I hear their children crying when the parents are arguing. I’ve only really noticed this since I’ve been at home on furlough. I’m worried the kids aren’t being looked after properly.”
Left unaddressed this form of abuse can have profound and long-term impacts on children’s physical and mental wellbeing that can last into adulthood.
Joanna Barrett, NSPCC Scotland Policy and Public Affairs Manager, said: “With families facing increased pressure behind closed doors, lockdown restrictions have made some children more vulnerable to experiencing domestic abuse, as well as other forms of abuse and neglect.
“It is vital that no child becomes invisible at this time, and support is available and provided now to all children and families who need it.
“It is also so important that people speak out if they are concerned about a child. Our helpline experts are there to answer any questions and concerns, provide reassurance or take quick action if we feel a child is in danger.”
Young people who experience domestic abuse can have trouble learning, depression or suicidal thoughts, or develop eating disorders drugs or alcohol problems.
One 13-year-old told Childline: “Recently my mum has been yelling at me and calling me names for no apparent reason. My parents fight a lot, like really a lot. My dad overreacts but mum makes the situation worse.
“Today my parents got in a huge argument that included a lot of shouting and my dad was throwing things at my mum. I was shocked because none of their fights have got physical before, and now I am wondering how bad things could get.
“My parents don’t talk anymore and they treat me like their little messenger passing comments between them. It is really affecting me as I constantly feel anxious and cry myself to sleep. I really need help.”
Anyone who is experiencing domestic abuse or has concerns that someone else may be can contact the NSPCC’s Helpline for information and advice on 0808 800 5000, emailhelp@nspcc.org.ukor fill in ouronline form.
Just 11.8 % of fathers took the lead on helping their children keep up to speed during the first lockdown
As mums and dads return to home schooling, will the burden fall more equally this time round?
It turned out that mothers were picking up almost all the home teaching burden during the first schools lockdown, with just 11.8 percent of fathers taking the lead on helping their children keep up to speed.
That was the shock finding from a survey of hundreds of parents of primary school-aged children carried out by leading education resources and lesson plan experts PlanBee.
PlanBee’s Oli Ryan, a former primary school teacher, said: ‘We know that not all families are willing or able to help their children with home learning, but we were amazed to find that there was such a huge gender disparity in terms of who was taking up the teaching mantle.’
He continued: ‘The vast majority of primary school workforce are women, but we still find it surprising that when it comes to home teaching Dads appear to be doing so little. If it’s a sign that teaching young children is considered to be “women’s work”, it’s pretty alarming.’
And parents – the vast majority, women – were allocating significant parts of their day to home schooling, with over a quarter (27.7 percent) spending more than four hours a day on it.
Now, many parents are reporting that because schools have had time to prepare their home schooling lessons, the quality is much improved.
In March, an extremely limited number of subjects were being sent to pupils at home by their schools. Nearly all respondents said they had received work in Maths (93.04 percent) and English (92.17 percent), with science in third place at just 38.26 percent.
Fitting in home schooling with other work and other commitments was the top challenge for parents, with over a third (35.29) per cent citing it. Keeping their children engaged with learning was second biggest bugbear, at 31.09 percent.
And just 10.92 percent said they were loving home-schooling their children!
Nearly 40 percent of the respondents were primary school teachers as well as parents. And home-schooling was having a big impact on parents’ perception of teaching, with nearly one-third (33.6 percent) saying it had altered their attitude.
Parents have now deluged schools inspectorate Ofsted with emails and Tweets praising teachers and school staff for their work during the pandemic citing how quickly schools had set up work on short notice following the last-minute lockdown.
One respondent to the PlanBee survey remarked: ‘Trying to get children engaged to learn is very hard! I know it’s a challenging time, but my Year 4 struggles to engage if he doesn’t like the subject and I can see how that would translate in the classroom! Hats off to all teachers!’
A teacher-parent said that home-schooling was quite different from work: ‘I am a teacher but it’s different when trying to teach your own!!’
And for teacher-parents, the challenges were particularly marked: ‘I now have to teach the children in my class remotely as well as home school my own child. I respect myself and my colleagues a lot more.’
Another said: ‘Although I work in nurseries and I’m qualified as a teaching assistant, I don’t think I realised just how much work (and patience) goes into teaching.’
Mr Ryan said: ‘It’s great that so many parents are showing their appreciation for teachers by writing to Ofsted. As to whether Dads will do their fair share of home schooling remains to be seen. I won’t hold my breath!’
Many parents enjoyed teaching their children at home during the first lockdown, but for others, the prospect of having to dust off their teaching skills again fills them with dread.
What programme of work should they follow? Should the children guide the learning or should it be imposed, with the parent in the role of a conventional teacher? How can they keep their child engaged in learning? What should they do when concentration fades?
A group of former primary school teachers have come to the rescue with Learn at Home Packs. Each one contains eight lessons with teacher-led teaching input videos, parent-friendly friendly lesson plans, slideshow presentations and printable worksheets.
Oli Ryan of educational resource gurus PlanBee said: ‘We hope these packs will take some of the pressure off parents who are new to home schooling.
“They’re designed specifically for mums and dads, so there’s no educational jargon. Educating your children at home can seem a pretty daunting prospect, but with these packs, we think we’re helping with the heavy lifting.’
The packs cover interesting and unusual topics such as forensic science, Italian culture, women’s suffrage and even include simple easy-to-follow cookery lessons.
‘We wanted to make sure that the lesson packs were educational, but interesting and fun, too,’ says Oli. ‘We’ve made sure they cover topics that children are unlikely to have learnt about in school previously – hopefully it’ll all be new to them!’
PlanBeehaveput one of thelesson videosup online for FREE, so you can get a taste of what’s included in the packs. And there are lots of free teaching resources for parents here.
A leading charity and coalition of leading organisations has expressed its disappointment that special schools are not set to re-open and has urged the Scottish Government to reconsider its position. It has also urged that teachers and support staff at these schools be among the priority groups being vaccinated.
The call has been made by Kindred, an advocacy organisation supporting parents of children with complex needs. Its director, Sophie Pilgrim, has written to the Scottish Government’s deputy First Minister and Cabinet Secretary for Education, John Swinney MSP, urging it to reopen special schools to full time-placements who want to return.
The Scottish Children’s Services Coalition, an alliance of leading organisations that campaigns to improve services for vulnerable children and young people has also given its backing to the call.
In England, Wales and Northern Ireland special schools have remained open, whereas in Scotland there is a patchy picture, with some local authorities keeping all special schools open while others are offering pupils a few days at school each week, or no provision at all.
In addition, some independent grant-aided special schools appear to have closed altogether and reverted to ‘on-line’ learning for their children, even though it is evident that many of the children cannot engage in this form of learning.
In her letter, Ms Pilgrim has expressed her concern that with this second lockdown, children’s physical and mental health is also degenerating as they are not able to access the therapy and support required.
It notes that parents single-handily cannot provide that treatment and therapy for the children, without the support of the schools, highlighting that attendance at a special school goes beyond a child not getting an education, it is the therapeutic support that those children are getting and the respite support for the parents. The charity has heard that some children are being very violent towards their parents or their siblings, behaviours which are very hard to unlearn
Parents of children with complex needs are also in many cases experiencing physical and mental breakdown, impacting on their long-term capacity to care for their children.
In Scotland there is a presumption of mainstreaming, meaning that only children with the most complex needs are given a place within specialist provision, which is delivered through a rigorous process of assessment. There is no doubt that all these children would be classed as vulnerable and these are children who cannot be left alone and unsupervised and some require 2:1 care.
The UK Government has stated: “Special schools should continue to welcome and encourage pupils to attend full-time where the parent/carer wishes for their child to be able to attend. Special post-16 settings should continue to welcome and encourage students to attend as per their usual timetable where the young person wishes to attend. [1]
On these grounds, special schools have been kept open in the other nations of the United Kingdom.
Sophie Pilgrim commented: “We are really disappointed that special schools are not set to reopen. As a charity we have been speaking to parents of children with complex needs and they tell us that their children’s physical and mental health is degenerating because they are simply unable to maintain therapy and support within the home environment.
“The weather is now too cold for many parents to take children out. Added to a loss of routine, this has created further stress and anxiety for these children, often leading to challenging behaviour not seen before. Many parents in turn are sleep deprived and often neglecting their own medical and care needs.
“Special schools have a vital role to play, providing respite from care for parents, as well as therapy, education and social engagement for our most vulnerable children. Without these reopening we will pay a heavy price as a society.
“We would urge that Scotland follows the lead shown by England, Wales and Northern Ireland and we re-open our special schools to full time placements for those who want to return.“
Kenny Graham from the Scottish Children’s Services Coalition also backed this call: “There is a current patchwork approach to opening special schools across Scotland and we fully add our support to this call by Kindred to ensure that these are fully reopened.
“Many of those we are supporting are finding the current situation incredibly challenging, with greatly increased social exclusion through being at home.
“The loss of routine has proven extremely difficult for many, impacting in many cased on both the children and their parents. It is vital for those who want to, that they have the opportunity to return to school and have full access to the care and support they feel they need.”
Claudia’s son Christian is 11 years old and has complex needs, uses a wheelchair and is visually impaired. He also has respiratory problems, but the most difficult issue is his uncontrollable seizure activity. Christian is fed by tube, requires constant suction and needs an apnoea monitor during the night because sometimes he stops breathing.
Christian normally attends Oaklands School in Edinburgh but is now at home full-time.
Claudia has two other boys (aged 14 and 15) to look after and her husband is working at home.
Christian gets a day of respite at Calareidh, which is an NHS facility supports the needs of children with very complex needs.
Claudia however notes she is:
“Really struggling to do the physiotherapy, hydrotherapy and various sensory therapies that Christian needs and I feel that I am unable to fully meet his care needs. These were previously done at the school and with another lockdown, everything has stopped with a huge impact on Christian’s engagement and progress.”
Juggling Christian’s needs, medical, personal care, therapy and education with home-working and home-schooling his older brothers is also challenging because each one needs a dedicated space, so that means that Christian and Claudia have to be in only one room for most of the day. Christian would be developing better at school because the staff are trained to help in his development and Claudia is concerned that she can do a fraction of what they do at school.
Claudia believes all special schools should be open, with precautions in place, and offering children full provision during lockdown.
Kirsty Watt, Edinburgh
Eilidh Watt is 13 years old and has complex needs including learning disability and Autism Spectrum Disorder. Her mum, Kirsty Watt, is a single parent.
Eilidh is non-verbal, has balance and coordination problems and is tube-fed. She has intractable epilepsy and can experience as many as 10 seizures a day, with her oxygen needing to be monitored. Each night Kirsty stays up until 11.30pm or 12 to ensure that Eilidh’s tube-feeding has been completed.
Eilidh is usually up at least once in the night and sometimes on three occasions. Kirsty has to be up again at 7am to try get her ready for the school bus.
From being at Braidburn special school full time, which was a real godsend for the family, she is now at school in Edinburgh three days a week and has two night of respite care each week,
Kirsty notes that “Being at school is very important for those with special needs as they have a routine and home learning has left Eilidh incredibly unsettled and her behaviour can become quite unsettled.”
Maya James, Edinburgh
Maya’s son Dillan (above) is 10 years old and is at Prospect Bank School. He is now attending school only two days a week following the lockdown.
Maya has three children and says that she is able to explain to the other children about Coronavirus including her youngest who is 4 years old.
Dillan however has no understanding and with the loss of routine “his whole world has collapsed, he is very distressed and has become aggressive.”
Maya says the family is not coping and there is nowhere to take the children.
As the reality of the next few months sinks in, more parents once again face the hardships of home schooling and home working, we explore how parents can cope with the pressures of working from home with kids (again) …
“Our hearts literally sank when the Prime Minister said those words “schools are to close” because we remember what is was like last time – seriously tough times. Entertaining the kids whilst trying our best to keep working and the money coming in. Plus, last time the weather was nice, now it is awful”, explains Jonathan Ratcliffe from Office Provider Offices.co.uk
Working from home is tough. Home schooling is very tough. So, if you must combine the two for a long period of time, how are you going to cope?
“Home schooling is one of the hardest things we have done as parents. The expectation and the stress, and at the same time we are trying to hold down jobs – it’s a nightmare scenario”, explains Ratcliffe
You are going to have to plan well, get organised and work to a strict timetable if you want to get everything done. Equally, you will need to have a proper split between work, school, fun and rest.
“You firstly need to take some time to come to terms with the change in lifestyle – and lower your expectations, because the minute you try and do too much, is when the stress will hit you like a brick wall – life has changed for a few months and you need to accept that”, Ratcliffe adds.
Lower your expectations of what you will achieve with work
Communicate with your boss daily
Simplify your day into a set routine
Do not try and achieve too much
Pause and try and appreciate moments with your kids (if you can!)
Our 10 tips on how to survive lockdown with your kids
START EARLY AT THE SAME TIME EACH DAY: Routine is important for good sleep and mental health, for both you and your kids. School starts at a set time, so make sure you are ready and stick to the timetable.
GET DRESSED PROPERLY LIKE TEACHER AND STUDENT: Getting showered and dressed is important to divide sleep and school.
CREATE SPACES FOR DIFFERENT ACTVITIES: You might set up a teaching room (kitchen), quiet room (spare bedroom) and a play area (living room)
STRUCTURE YOUR DAY LIKE A SCHOOL DAY: Teaching time, activity time, play time and lunch time – just like their normal school routine
MAKE A PLAN WITH YOUR KIDS: At the start of the day ask them what they want to do (within reason) so they feel involved
TURN OFF YOUR PHONE: How are your kids meant to feel involved if you are checking emails?
SET ASIDE BREAKS FOR TV, IPAD AND EXERCISE: Use these times to schedule work emails or calls
TAKE EXERCISE: Depending on where you live, if you have a garden or not – try and get some fresh air, this also allows you some headspace
FINISH AT A SET TIME, BEDTIME AT A SET TIME: By getting a routine drilled in early on, you can try and get the kids to sleep at a sensible time, thereby giving yourself some space to work if you need to
DON’T BE TEMPTED TO HIT THE BOOZE TOO MUCH: If you can, evening time will be the only real time you can realistically work. If you drink your concentration will be poor, sleep poor and you will wake in a grumpy mood. Try and keep drinking to a minimum.
“The only positive is that you’ve done this before, and you can do it again – but life has changed and coming to terms with that is a good start. It is not an easy time for anyone, and especially the kids who will also be finding the change hard to cope with, more so if you are stressed! Good luck to everyone”, concludes Ratcliffe from Offices.co.uk
Police are appealing for information following a wilful fire at the Venchie Children and Young People’s Project in Craigmillar on Friday (15 January).
Between 8.30pm and 9pm, a wheelie bin was placed against a shipping container at the premises on Niddrie Mains Terrace and set alight. The container subsequently caught light and the contents within were destroyed.
The items included clothes, food and playground equipment and were estimated to be worth almost £10,000.
The Scottish Fire and Rescue Service attended and extinguished the fire. Nobody was injured during the incident.
Police are treating the fire as wilful and are appealing for information after three teenagers were seen in the area close to the time the fire occurred.
They are described as:
1) White, male, around 15/16 years old, slim build with short light brown hair. He was wearing a dark puffer jacket with hood, light coloured trousers and trainers.
2) White, female, around 15/16 years old, medium build with long blonde hair. She was wearing a dark body warmer over a light coloured jumper, light coloured trousers and shoes. She was also carrying a dark handbag.
3) White, female, around 15/16 years old, slim build with long blonde hair. She was wearing a dark jacket with light coloured trousers and shoes.
Constable Gareth Deering, of Craigmillar Police Station, said: “This completely reckless act has resulted in key equipment provided for children and young people in the community being destroyed.
“I am appealing to anyone who was in the area at the time and saw any suspicious activity, or three teenagers matching this description, to come forward. Information can be provided to police on 101, quoting reference number 3382 of 15 January, or to the independent charity Crimestoppers on 0800 555 111 if you prefer to remain anonymous.”
The latest data from the NSPCC shows there has been an increase in contacts about this issue from children aged 12 to 15, across the country, since the end of March last year.
In the latter nine months of 2020, the average monthly number of contacts from this age group was 100 compared to 88 in the first three months of the year.
Across the UK, the service has now delivered a total of 54,926 counselling sessions to children of all ages on this issue from April to the end of December against the backdrop of the pandemic.
Childline counselling is delivered by volunteers and in response to these latest worrying figures and with COVID restrictions continuing, the service is urgently appealing to those who can spare four hours one evening a week or at the weekend to volunteer at either our Glasgow or Aberdeen base, so Childline can be here for children when they need us the most.
With schools closed to the majority of pupils until at least February and the whole of mainland Scotland in lockdown, Childline has never been more important as a source of support for young people who are struggling. Now more than ever, it is essential that children are not left isolated, alone and unsupported.
Over the past ten months, the NSPCC-run service’s trained counsellors have heard first-hand the devastating impact that the challenges posed by the coronavirus pandemic have had on young people’s mental health.
Children who contacted Childline’s trained counsellors about their mental health spoke about concerns including loneliness, low mood, low self-esteem, depression and anxiety.
Some have been feeling isolated and overwhelmed due to concerns about family members catching the virus, or school closures and cancelled exams – while others have felt cut off from support networks and are missing family and friends.
One girl aged 16 who contacted Childline said: “I feel really sad and lonely. I need to talk to someone because I don’t really have anyone right now.
“I am really struggling with the whole isolation thing. Most days I find myself just lost in my own thoughts and feeling numb. I am classed as a vulnerable person, so my isolation lasts for 12 weeks, which seems like a lifetime.”
Since the first lockdown last year, mental health has remained the top concern that children and young people talked to Childline about.
The service has delivered an average of 346 counselling sessions every month on this issue with the numbers fluctuating throughout the year as the situation changes and Covid restrictions were lifted and re-imposed. Since the latest national lockdown many children have been reaching out and talking about this and Childline is continuing to support them with their worries.
During the pandemic, Childline has continued to adapt to ensure it can still be here for children including developing online training so volunteers can answer emails from young people remotely. However, despite this, since last March volunteer numbers have dropped by 40%.
Despite, the latest national lockdown, Childline will remain open and staff and volunteers have been given key worker status to continue their vital work. Sparing a few hours, one evening a week or at the weekend volunteering at a local Childline base can help ensure Childline continues to support children who often have nowhere to turn.
But there is also a range of other ways to support the charity, including taking on a sponsored challenge, Kick the Caffeine, or fundraising in the community.
https://youtu.be/cbCBGTtbd-U
Childline Founder and President, Dame Esther Rantzen said:“With schools now shut again and children spending more time behind closed doors, it is absolutely imperative that Childline is there for them.
“Many young people, especially those in unsafe homes, are feeling desperately anxious and depressed. School can be the only safe haven they know, and without that support they feel entirely alone. For them, Childline is literally a life-line.
“But the service urgently needs more volunteers to listen to and support children, and more funds to pay for their calls and on-line contacts, and for that we depend upon the generosity and compassion of the public.
“It is the NSPCC’s mission to make 2021 a better year for children, and with your help we can make this dream a reality.”
Lou Bewick, who is a Childline volunteer counsellor in the Glasgow base, said:“Each shift I work, I hear from children and young people about how this pandemic has affected their life, and how it has impacted their mental and emotional health.
“Childline is here for children, and will continue to offer support from trained counsellors when they contact us about anything that worries them.
“However, we currently can’t answer every child so, if you can, please sign up and volunteer for Childline and help us reach every child who needs our support.”
The NSPCC has been supported by players of People’s Postcode Lottery who provided crucial funding of £1,000,000 to Childline last year, the equivalent of running the service for an entire month.
Children can call Childline on 0800 11 11 from 7.30am to 3.30 am from Monday to Friday or 9am to 3.30am at weekends.
Some useful tips from CHILD MIND INSTITUTE for parents trying to cope during the latest lockdown:
Focus on basic needs
If you’re feeling overwhelmed, start with the basic needs of yourself and your child: getting good sleep, eating healthy foods and doing some physical activity.
When those basic needs are taken care of, you can set additional goals. Begin with what has to get done. Then, consider adding what you’d like to get done.
Take small breaks
To be able to help your child, it’s important that you also take care of yourself. Small breaks throughout the day, even if it’s just to stretch, take some deep breaths or drink water, can help you manage stress and feel more in control.
Ask for help
There’s nothing wrong with asking for help from your community or support network. You can seek support from your child’s teacher, your faith or spiritual community, another parent or a family member. Remember that when you ask for help, you’re modelling that behaviour for your child, too.
Be kind to yourself
When you’re having a challenging day, imagine a good friend, partner or parent by your side, giving you support and help. Talk to yourself the way this person would talk to you. Remember that self-compassion is a skill you can develop through practice.
Stay connected
When trying to balance work and parenting, it can be hard to make time to connect with friends and family. Consider scheduling regular check-ins with your support system. These conversations can help structure your days and give you something to look forward to. Even a 5-minute chat can help you feel connected.
Celebrate small victories
Remind yourself that you’re a good parent doing the best you can. Every success is worth celebrating, no matter how small. Try keeping a list of what you did well each day and focus on these when you’re feeling frustrated.
Accept uncertainty
If you’re experiencing a lot of uncertainty, you may be feeling uncomfortable or exhausted. Try practising acceptance and make decisions based on the information you have now. When planning for the future, avoid focusing on worst-case scenarios. Taking a rational approach can be a big help when you’re feeling powerless against uncertainty.
Practise empathy
This current situation is difficult for everyone, your child included. It’s normal for children to be anxious, which may make them act out. If your child’s emotions or behaviour get out of hand, take a few deep breaths. Have a calm discussion about the issue with your child. You can acknowledge what your child is feeling and be honest about your own feelings, too. When things are going well, be generous with praise and reinforce positive behaviour.
Yorkshire Building Society has launched six online lessons of its financial education programme Money Minds, to support parents, carers, teachers and all Key Stage 1 and Key Stage 2 primary school pupils as well as Key Stage 3 secondary pupils through the coronavirus pandemic.
Due to new national lockdown measures leading to the closure of schools, the Society has released two Key Stage 1 (aged 5-7) digital Money Minds lessons on the topics of ‘Keeping Money Safe’ and ‘Wants and Needs’ and two Key Stage 2 (aged 8-11) lessons on the topics of ‘Vacation Venture’ and ‘Project Party’ to teach them about the importance of budgeting.
The Society has also launched two new Key Stage 3 (aged 11-14) digital lessons for students on the topics of ‘Bills and Budgets’ and ‘Project Profit’ to teach them about the importance of budgeting and being financially resilient.
The video lessons should take between 25-40 minutes to complete and are presented by colleagues from the Society.
Money Minds is a free programme consisting of a series of activities and projects designed to promote discussion and learning amongst children and young people and is usually delivered in schools by colleagues from the Society as part of its volunteering programme.
Society colleagues working in branches are key workers and are supporting customers with essential financial services through the Covid-19 outbreak and new lockdowns.
Sharon Stirling, manager at Yorkshire Building Society’s Edinburgh branch filmed the ‘Keeping Money Safe’ and ‘Project Party’ lesson which teaches children how to budget whilst planning a party.
She said: “We know that there have been really hard times over the last nine months for children, teachers, parents and guardians. Now with schools closing again I hope that our digital Money Minds lessons will help in any small way in making their lives a little easier by providing some quality ‘go to’ content available to use for home-schooling or in classrooms for vulnerable children and those of key workers.
“I’ve delivered numerous face-to-face Money Minds lessons for the Society to pupils in the past and know from experience how impactful they are. The feedback we have received so far on our online sessions has been really positive so we are really pleased they are being well received.”
Louise Neill, Community Manager at Yorkshire Building Society has developed the financial education lessons. She said: “We’re committed to supporting children and young people in teaching financial education through our Money Minds programme. As we usually have our colleagues volunteering in schools we have had to adapt the way we deliver these.
“It’s incredible that our branch colleagues, classed as key workers supporting customers with essential financial services through the lockdowns, have been able to extend the help they can offer by providing these lessons which will continue to improve financial capability in the next generation in the UK.”
More than 25,000 pupils across the UK have now received a Money Minds lesson since the programme launched in 2015.
When children have completed the lesson their parents or guardians can e-mail the Society and they will be emailed a certificate.
