schools – Page 11 – The NEN – North Edinburgh News

Queen Margaret University launches free disability resources for schools

QUEEN Margaret University (QMU), Edinburgh, has developed a series of resources for use in educational settings to help enhance disability literacy.

The University will launch its new Toy Box Diversity Lab website of resources on 9th May 2024, which will help guide discussions between educators and their primary school learners about disability equality and representation in the school curriculum, as well as encouraging them to think about accessibility in their own environments.

Funded by the QMU Innovation Fellowship, the educational assets include an activities pack, instructional videos and a directory of other resources to encourage positive discussions in schools.

The University will also be launching an online short course on Disability Confidence for Educational Practitioners, running from September 2024.

Dr Clare Uytman and Dr Siân Jones, senior lecturers in the Division of Psychology, Sociology and Education at QMU, have led the three-year long project, establishing their own research group to do so.

The lecturers have tested their resources with almost 550 children in England and Scotland, as well as running focus groups to create the final products in collaboration with teachers, disabled adults and parents of disabled children.

Dr. Uytman, said: “Positive understanding, representation and discussion around disability is so important for achieving a more inclusive learning environment through imagination and play, which will help children understand the importance of these topics from an early age.

“It is so rewarding to see three years of hard work and thorough research come together with the creation of these highly beneficial resources which we hope will be of real value to the teaching profession and enhance disability literacy.”

As well as the website, the QMU lecturers have also been working in collaboration with activist not-for-profit organisation, ToyLikeMe, to ensure better representation of disabilities in children’s media, including toys, books and television programmes.

Dr. Jones, said: “There is growing evidence that toys representing disability give non-disabled children windows into the worlds of disabled children.

“We are building on this evidence base, using images of adapted toy prototypes, such as Barbie with a missing limb, or Olaf the snowman from Disney’s Frozen with a cochlear implant, and showcasing these to children through pop-up exhibitions and activities we have been trialing at schools to help them think and speak positively about disability.”

Scottish primary school teacher, Mhairi Ritchie, welcomed one of these pop-up exhibitions so that she, and her pupils, could sample the resources. She said: “Involvement in the project was a fantastic way to explore disability. The children learned new vocabulary and developed a new perspective around what it means to be disabled.

“The accompanying resources were highly engaging and thoughtfully designed, enabling an interdisciplinary approach to the learning. The great thing is that we can use the resources again in the future and we look forward to doing so!”

An event will be taking place both online and in the Halle Lecture Theatre on campus at QMU to coincide with the official launch of the website on 9th May.

The launch event will take place between 4pm and 5.30pm at which attendees can learn more about the evidence-based research that has been conducted for this project, as well as more details on the resources on offer.

Find out more about QMU’s online short course on Disability Confidence for Educational Practitioners here –

https://www.qmu.ac.uk/study-here/short-courses/short-courses/disability-confidence-for-educational-practitioners/

Edinburgh Science back on the road

Hot on the heels of their annual festival, Edinburgh Science are on the road again bringing hands-on science lessons to classrooms in a number of schools across the city as part of Generation Science.

This fantastic programme sees science educators tour Scottish nurseries and primary schools delivering a range of engaging workshops and shows which are all linked to the Curriculum for Excellence (CfE) – helping to inspire a new generation to explore the world of STEM. Running for over 30 years, Generation Science has delivered hands-on learning to over 1 million children!

Over the coming weeks, the Generation Science team will be bringing some of their shows and workshops to a number of local primary schools across Edinburgh as part of their Summer programme.

This year’s programme features 10 exciting interactive shows and workshops, including two brand new climate-focused activities Our Changing Climate and The Green Machine.

Programme:

https___www.edinburghscience.co_.uk_wp-content_uploads_2024_02_GenSci-Brochure-24-5.1-1 Download

Violence and threatening behaviour ‘skyrocketing’ in Edinburgh schools

A dramatic increase in the number of violent and threatening incidents in Edinburgh’s schools has been revealed by figures from the city council.

In the 2014-15 academic year, there were 111 violent or threatening behaviour incidents across Edinburgh’s primaries and secondary schools. In the 2022-23 academic year this had skyrocketed to 618.

These figures come after the Scottish Government’s latest Research Report into school behaviour showed that almost 2/3^rdsof Scottish teachers have experienced verbal abuse and 59% have encountered physical aggression.

The number of incidents is higher in Edinburgh’s primary schools, which saw a leap from 242 for the academic year 2021/22 to 487 in 22/23.

High schools have seen a similarly dramatic jump but from a lower base, seeing an increase from 44 incidents in 21/22 to 131 in 22/23.

Commenting on these figures, Lothians MSP Sarah Boyack said: “The dramatic increase in violent and threatening behaviour in schools is extremely distressing.

“No teacher deserves to face violence or abuse in their classroom.

“The Council and school staff are doing a great job with the resources they have, but its clear more is needed to tackle this issue.

“Investing in pupil support will help us to tackle many of the root issues that cause disruption. We must also ensure that schools equip teachers with the necessary support if they are facing violent behaviour.

“Violence and threatening behaviour are not part of a teacher’s job, and it must be the Education Secretary’s top priority to tackle it.”

The data, acquired by FOI from City of Edinburgh Council is below:

Academic Year	Primary Schools	Secondary Schools	Total number
01/08/2014 to 30/06/2015	104	7	111
01/08/2015 to 30/06/2016	112	7	119
01/08/2016 to 30/06/2017	199	7	206
01/08/2017 to 30/06/2018	178	15	193
01/08/2018 to 30/06/2019	292	37	329
01/08/2019 to 30/06/2020	17	24	41
01/08/2020 to 30/06/2021	129	4	133
01/08/2021 to 30/06/2022	242	44	286
01/08/2022 to 30/06/2023	487	131	618

The Scottish Government Behaviour in Schools Research Report can be found here:

https://www.gov.scot/publications/behaviour-scottish-schools-research-report-2023

Tackling gender-based violence

Supporting schools to play their part

A dedicated approach to prevent and respond to gender-based violence (GBV) in schools has been published.

Developed by a working group co-chaired by the Scottish Government, Rape Crisis Scotland and Zero Tolerance, the framework encompasses testimony from young people and staff and sets out how schools can use education, with an emphasis on compassion, to challenge societal views which normalise gender-based violence.

It aims to support schools by:

demonstrating the different ways GBV can affect young people in a school community and highlighting how schools can challenge the underlying gender inequalities which can cause it
providing guidance to support schools’ responses to GBV experienced, or carried out by, children and young people or other members of the school community, including staff
outlining the approach schools should take to recording GBV behaviours and signposting to further support and learning

GBV refers to behaviours ranging from name calling, intimidation and physical violence to sexual harassment and emotional abuse, which can affect anyone, but is more commonly experienced by women and girls.

The Behaviour in Scottish Schools Research report, published last year, highlighted an increase in misogynistic views and language as an emerging concern in schools which the Education Secretary committed to developing a dedicated approach to address, as part of the government’s wider response to challenges with behaviour in schools.

First Minister Humza Yousaf and Education Secretary Jenny Gilruth launched the framework on a visit to Moffat Academy, where they heard about a pupil-led approach to promoting gender equality.

The First Minister said: “We want schools to create cultures in which all members of the school community know that gender-based violence is unacceptable and will not be tolerated. Prevention and early intervention are key to the approach to address the underlying causes of gender-based violence, particularly gender inequality.

“This framework forms part of our broader action to address the issue of gender equality within education as part of the implementation of our Equally Safe Strategy and broader commitment to eradicate gender-based violence in every part of our society.

“All children and young people have a right to a learning environment where they are protected, cared for, and in which their rights and needs are respected. It is vital that schools are at the part of our drive to support the end of gender-based violence and misogyny once and for all – it is up to us to show the leadership necessary to empower them to do so.”

Education Secretary Jenny Gilruth said: “The wellbeing and safety of children, young people and staff in our schools is of the utmost importance. Ensuring that every child is treated with respect and feels safe at school is a task I do not take lightly.

“We’ve taken great strides in recent years to tackle gender-based violence across society and it’s concerning that misogynistic views and language have appeared as emerging issue in recent research into behaviour in schools.

“There is no place for harassment or abuse in any form in our schools and this framework aims to provide support for everyone in a school community to recognise it as it occurs and be equipped to respond appropriately.

“It is not only for schools to respond to incidents of gender-based violence amongst our young people. Prevention and early intervention are key elements of our approach – meaning that we want to address the underlying causes of gender-based violence, particularly gender inequality, and the framework published today supports this endeavour.”

Morgan Todd, Moffat Academy S6 Student and Prefect Leader said: “As a young woman I would hate to feel there were any limits placed on my aspirations or on those of any girl at Moffat Academy.

“Gender equality is about living in a fair society where everyone is valued for their talents rather than judged by their gender.

“At Moffat Academy, I feel everyone gets the chance to write their own story- no matter their background or gender- helping to prepare us for life after school in modern Scotland.”

Director of Prevention & Training at Rape Crisis Scotland Kathryn Dawson said: “The launch of the first ever national approach to gender-based violence for schools is a major step.

“We, and partner organisations, advocated for guidance to be developed following the Everyday Heroes consultation with children and young people that recommended decisive action.

“Rape Crisis Scotland and member centres are the experts delivering education to young people through the Sexual Violence Prevention Programme, and supporting schools through the Equally Safe at School programme.

“The guidance will enable schools to build on our work and prioritise gender-based violence, honouring the courageous voices of the children and young people who called for change.”

Co-Director at Zero Tolerance Laura Tomson said: “We’re proud to have been closely involved in the development of the Gender Based Violence in Schools Framework.

“The guidance is a vital step towards preventing and responding to boys’ sexual harassment, rape, and abuse of girls, which is all too common.

“We now look to the Scottish Government to demonstrate its commitment to ending boys’ violence against girls by resourcing the guidance’s implementation so both teachers and children can focus on learning.”

Preventing and responding to Gender Based Violence: a whole school framework – gov.scot (www.gov.scot)

Merchiston welcomes prospective families to Information Morning

9th March 2024

Scotland’s leading all boys boarding school, Merchiston Castle School, is opening its doors for an Information Morning on Saturday 9th of March.

Prospective families are invited to discover more about Merchiston, meet Department heads, and experience the world-class education Merchiston provide.

Held in the school’s impressive Memorial Hall, the Information Morning will be styled as a department fair offering families the chance to chat to Merchiston’s teachers, listen to students enthusing about their favourite subjects, speak to the Academic Leadership Team and find out more about what Merchiston can offer their son.

Merchiston’s Admission Team will be on hand to answer any questions parents may have and guide them through the admission process.

Registration for the event is open via the website:

https://www.merchiston.co.uk/admissions/open-events/information-morning-9-march

Thales Alenia Space launches MARSBalloon 2024

Thales Alenia Space, a joint-venture between Thales (67%) and Leonardo (33%), harness students’ curiosity for space, science and life on Mars with the launch of MARSBalloon 2024.

Led by Thales Alenia Space graduates and apprentices in the UK, MARSBalloon is a hands-on science project for primary and secondary students and shows how exciting and varied career opportunities in space, engineering and science can be – without putting on a space suit.

Students work together to create experiments to test the response of electronics, materials, plants and even food to the harsh conditions in space.

Experiments fit inside a small capsule and fly on the high altitude balloon, rising to an altitude of 30km, more than twice the height of commercial airliners where conditions are very similar to the surface of Mars – including temperatures of -50°C and pressures 1/100th that of sea level.

This year’s MARSBalloon will also have a competitive element, with prizes awarded for primary and secondary categories for Best Innovation, Best Decoration, Engineers Choice and VIP Judge’s Choice award.

The deadline for registration is 8th March 2024 with the launch of the balloon in May.

Teachers can find out more about the MARSBalloon and download the information pack here: https://www.thalesgroup.com/en/futuremartians

Key dates for this year’s MARSBalloon:

8th March: Last day for Registration. The process take five minutes and can be done here.
30th April: Deadline for experiment delivery to Thales Alenia Space
May / June: MARSBalloon launch (depending on weather conditions)

Ballymacash Primary school has already signed up. Primary teacher, Susan Brown, said: “We are so excited to be involved in such an amazing activity. The students can’t wait to start dreaming up their own experiments.

“We’re looking forward to having our very own MARSBalloon workshop in March – so watch this space to see what the children come up with!”

Drashti Shah, Thales Alenia Space Engineer and MARSBalloon Project Manager, said: “We are delighted to have launched MARSBalloon 2024. We had a record number of participants last year, flying over 200 experiments into the stratosphere, and this year we have changed the dates to allow more schools to get involved. I

“t is a fantastic fun, free of charge that really gives young student experience of deigning their own experiments and first-hand experience learning more about space, widening their future career horizons”

Visit thalesgroup.com/futuremartians to sign up.

About Thales Alenia Space:

Drawing on over 40 years of experience and a unique combination of skills, expertise and cultures, Thales Alenia Space delivers cost-effective solutions for telecommunications, navigation, Earth observation, environmental management, exploration, science and orbital infrastructures.

Governments and private industry alike count on Thales Alenia Space to design satellite-based systems that provide anytime, anywhere connections and positioning, monitor our planet, enhance management of its resources, and explore our Solar System and beyond. Thales Alenia Space sees space as a new horizon, helping to build a better, more sustainable life on Earth.

A joint venture between Thales (67%) and Leonardo (33%), Thales Alenia Space also teams up with Telespazio to form the parent companies’ Space Alliance, which offers a complete range of services. Thales Alenia Space posted consolidated revenues of approximately 2.2 billion euros in 2022 and has around 8,500 employees in 10 countries with 17 sites in Europe and a plant in the US.

To find out more about MARSBalloon, visit www.thalesgroup.com/en/futuremartians.

Edinburgh schools ready to celebrate 15 years of UK’s largest active travel to school challenge

Schools in Edinburgh still have time to sign up to the UK’s largest walking, scooting and cycling to school challenge.

Taking place 11-22 March 2024, the Sustrans Big Walk and Wheel inspires pupils to make active journeys to school, improving air quality in their neighbourhood and discovering how these changes benefit the world around them.

Now in its 15^th year, the event sees schools across Scotland and the UK compete each day to make the most journeys by travelling actively to school.

The challenge is delivered by Sustrans, the charity that aims to make walking, wheeling and cycling easier, in partnership with City of Edinburgh Council and headline sponsors Schwalbe Tyres UK.

Dr Cecilia Oram, Head of Behaviour Change, at Sustrans said: “Millions of pupils have risen to the challenge and embraced walking, scooting and cycling throughout these past 15 years of Sustrans Big Walk and Wheel, and this time it’s going to be bigger than ever.

“Not only are pupils and their families enjoying quality time together during an active school commute, but they’re also improving traffic congestion and air quality around their schools.”

Sustrans Big Walk and Wheel is open to all primary and secondary schools in the UK, including SEN/ASN/ALN schools, with prizes to be won every day.

The prizes on offer to schools this year include Micro Scooters, Frog bikes and Cyclehoop cycle parking and infrastructure.

Free resources are available to encourage pupils to help reduce air pollution and learn about the benefits of active travel for themselves, their schools, their neighbourhoods, and the planet.

Alison McLean, Acting Headteacher at Queensferry Primary School in Edinburgh, said: “Last year, our pupils had so much fun walking and cycling to school with their friends and family.

“We noticed they arrived at school refreshed and ready to learn. We were also thrilled to come in first place in the large primary school category in Scotland.

“I would encourage more schools to sign up to the Big Walk and Wheel as it’s a great way for young people to learn more about the local environment, air quality and how it affects them.”

15 years of the Sustrans Big Walk and Wheel in Scotland

Since data collection for the challenge began in 2011, just over 1.5 million miles¹ have been travelled by pupils taking almost 2.3 million active travel journeys to school in Scotland.

That equates to around 19 trips to the moon, or over 180 journeys around the Earth¹, saving just under 1,200 tonnes of CO₂ polluting the air on the school run, from 3.1 million car journeys had the participants been driven to and from school¹.

Just over 340,000 active journeys to 340 participating schools took place in Scotland during the 2023 challenge, saving just over an estimated 240 tonnes of CO₂ emissions if the journeys logged had otherwise been made by car².

Karen McGregor, Scotland Director at Sustrans, said: “For 15 years, pupils across Scotland have enjoyed taking part in the Sustrans Big Walk and Wheel. Parents save money by not having to drive and children get to be out and about exploring their world.

“The challenge shows that a healthier, more enjoyable and sustainable journey to school is possible. We want to transform school runs across Scotland by making it easier for all families to walk, wheel or cycle to school.”

Join in

Comment and share your active journeys to school, using the hashtag #BigWalkandWheel

Find out more about registering for the Sustrans Big Walk and Wheel 2024.

Doctors encourage Scottish Government to take forward schools air quality monitor pilot

A proposal for air quality monitors to be trialled in Aberdeen, Dundee, Edinburgh, Glasgow and Perth

Doctors encourage Scottish Government to take forward schools air quality monitor pilot
A proposal for air quality monitors to be trialled in Aberdeen, Dundee, Edinburgh, Glasgow and Perth

The Royal College of Physicians of Edinburgh (“the College”) is urging the Scottish Government to take forward its proposal to monitor air quality around urban schools in Scotland.

The College’s costed pilot proposal would see air quality monitors placed for a year in up to three schools, within 50m of those schools, in each of five Scottish cities: Aberdeen, Dundee, Edinburgh, Glasgow and Perth. The pilot would therefore see up to 15 schools across Scottish cities taking part.

Last year, the College called for air quality monitors to be placed at all city primary schools in Scotland for a period of at least a year, in its submission of evidence to the Scottish Parliament’s Net Zero, Energy and Transport Committee.

The pilot idea was developed by the College’s Working Group on Air Pollution and Health. It has now been submitted to the Scottish Government following positive discussions with government officials last year. Members of the Working Group highlighted the lack of data on air quality around schools despite the knowledge that air pollution can pose serious health risks to children.

As part of the working group’s preparation of the pilot proposal, clinicians plotted the distances between primary and secondary schools in these five city areas and existing air quality monitors.

The group found that from the 337 primary and 94 secondary schools examined, only one primary school was within 50m of a PM (particulate matter) monitor and only 2 primary schools were within 100m of a NO2 (nitrogen dioxide) monitor.

There were no secondary schools within 100m of either type of monitor.

Professor Jill Belch, Co-lead of the College’s Working Group on Air Pollution and Health, and Professor of Vascular Medicine at the University of Dundee, said: “Science has provided robust evidence that children are significantly harmed by air pollution, with sometimes tragic results.

“Whilst lung disease in children is widely recognised as a result of breathing polluted air, less well known to the public, but equally important, are the effects of this pollution on the developing organs within a child.

“For example, exposure to polluted air in childhood has been shown to reduce brain cognitive function in a number of key ways. Further, and of concern, is that children appear to become unwell at lower levels of pollutants than do adults.

“ At present the early work conducted by the Royal College of Physicians of Edinburgh suggests that few school have air quality monitors nearby, so we do not actually know how well or otherwise, our children are protected. It is therefore imperative that we ensure air quality around schools is within regulatory levels, and the College’s proposal to the Scottish Government can start this process.”

Professor Andrew Elder, President of the Royal College of Physicians of Edinburgh and the other Co-Lead of the Working Group on Air Pollution and Health, said: “ There is overwhelming evidence that air pollution can have a wide range of detrimental health impacts on our children including problems with the lung, heart, brain and immune and hormonal systems.

“We also know that there is a correlation between areas of high deprivation and poor air quality and this can exacerbate pre-existing health inequalities in children and young people.

“ We are concerned at the lack of data on air quality around urban schools in Scotland- with the vast majority of urban air quality monitors currently sited too far away from schools- and believe we must collect as much accurate school level data as possible so we can have an evidence base for action.

“The College hopes that the Scottish Government will consider our proposal positively and we remain committed to working constructively with it and all other stakeholders so that we can better understand the levels of air pollution around our schools and subsequently support implementing mitigation measures where these are required.”

Mike Corbett, National Official (Scotland) for the NASUWT said: “Thousands of people die each year because of occupational diseases caused by air pollution at work. Pollution arising from work and travel to work are health issues for which employers currently take little responsibility.

“Air pollution impacts workers and their families at all stages from before birth to old age and is particularly damaging to the growth and development of babies and children.

“ Being able to quantify the scale of the problem around our schools is the first step to cleaning up the air we and our children breathe and moving towards a heathier and safer future. NASUWT is therefore very pleased to endorse and support this proposal for pilot air quality monitoring around schools.”

Diplomatic missions urge Israel to cease demolitions of schools

Diplomatic missions call on Israel to halt demolitions and confiscations of Palestinian houses and property in the West Bank

Representatives of Belgium, Canada, Denmark, Finland, France, Germany, Italy, Ireland, Luxembourg, the Netherlands, Spain, Sweden, the United Kingdom and the European Union together with the Palestinian Ministry of Education call on Israel to rescind its recent decision of the Israeli Civil Administration to demolish a donor-funded school in Amera, Hebron.

Israeli authorities issued a final demolition order against the school on Education Day (24th January), leaving the school at imminent risk of demolition. Should the demolition go ahead, 39 Palestinian school children will be deprived of their basic right to education.

The nearest alternative schools are approximately 5km away. Without adequate transport, students must make the long journey by foot, exposed to settler attacks, a heavily trafficked road and inclement weather. Under these conditions, girls and children with disabilities in particular are at a high risk of dropping out.

Palestinian schools in Area C – including those funded by donors – remain vulnerable to Israeli demolitions and settler violence. Since 2022, Israeli authorities have demolished three donor-funded schools. In addition, three donor-funded schools have been vandalised by Israeli settlers and are currently not operational.

Under international law, Israel, as occupying power, has an obligation to ensure that the occupied civilian population has adequate access to basic education.

Palestinian children’s right to an education is undermined by Israel’s planning and zoning system in Area C which prevents Palestinian development, and construction of schools in Area C.

Representatives of Belgium, Canada, Denmark, Finland, France, Germany, Italy, Ireland, Luxembourg, the Netherlands, Spain, Sweden, the United Kingdom and the European Union call on Israel to halt demolitions and confiscations of Palestinian houses and property in accordance with its obligations as an occupying power under international humanitarian law, and to cease the policy of settlement construction and expansion, of designating land for exclusive Israeli use and of denying Palestinian development.

Failure to do so seriously undermines a two state solution and is a major impediment to peace and security.

Promoting equality in schools

Further library funding announced

Around 20,000 pupils are expected to benefit from anti-racism and equality projects based in school libraries across Scotland.

A total of 21 schools will be awarded a share of £200,000 from the School Library Improvement Fund (SLIF).

Projects include:

books to support children who have recently arrived in East Ayrshire from countries including Ukraine
teaching pupils Black, Asian and minority ethnic history as part of learning on historical links to slavery in Inverclyde
a Holistic Inclusion Hub to support parents and pupils from diverse backgrounds to feel more included in the school community in Edinburgh.

Education Secretary Jenny Gilruth announced the funding during a visit to Annette Street Primary School in Glasgow, which will use the investment to support children from the Roma community.

Ms Gilruth said: “School libraries play a key role in our efforts to further boost literacy and continue improving attainment but they are also places where positive values can be developed and celebrated.

“Projects supported by this funding will help young people to understand the harmful consequences of racism and ensure they feel empowered to challenge discrimination.

“Scotland’s school libraries are a vital resource and all children should have access to the opportunities they provide. This funding will help ensure that young people from all backgrounds feel the full benefits.”

Chief Executive of Scottish Library and Information Council Pamela Tulloch said: “School libraries play a key role in accelerating education and learning, and ensuring every young person has the chance to fulfil their full potential by enabling access to information and creative opportunities.

“We’re particularly proud to award support to those advocating for anti-racism and anti-discrimination through this year’s Fund, with many projects aiming to increase access and support for pupils who may experience barriers to learning, including those with Additional Support Needs (ASN) and pupils with English as an Additional Language (EAL).

“Involving children and young people, and their families, in defining the school library service creates a flexible space for reflection and conversation where learning and creativity are encouraged in a nurturing environment. We look forward to seeing these initiatives come to life.”

Glasgow City Council’s Convener for Education and Early Years, Councillor Christina Cannon said: “Our schools and teachers are always looking at ways in which to support our children and young people – particularly pupils with English as additional language – and this additional funding will help provide resources to complement this work.

“Our diversity is something that we celebrate and we are proud to have more than 113 languages spoken across the city.”