Student Voice – The Loop – Mobile Phones and Social Media

THE LOOP

Student Voice

Each week groups of representatives from each year group meet with the head teacher to discuss a range of issues relating to the school and their experience as students.

Their feedback and views are feds into the leadership team meetings at the school and directly influence our school improvements.

 

Minutes from these meetings can be found below:

The Loop Minutes

Mobile phones and Social Media

Year 12/13 – 5/3/2024

On WC: 26/2/2024 I met and discussed Mobile Phones and Social Media with loop student voice groups. These conversations will feed into school policy on mobile phones and social media and help ensure that we support students in staying safe online.

Please find the notes and minutes below:

Mobile Phones: 

• Policy – students discussed how the policy would apply to 6^th form – students felt that trust and current rules suffice with more freedom to make adult choices on mobile phone use in 6^th Students felt that when this is abused, for example in the study area, phones should be removed by the 6^th from team until the end of that session. Examples of disturbing others whilst working was the key issue and had no place in the study centre.

 

• Students felt mobile phones were crucial to work to hotspot their own devices and to support research for their courses otherwise blocked/ restricted by the schools network.

Social Media – Discussion.

• The students recognised the gap between generations regarding social media and how this is rapidly changing.
• The students were concerned for their peers and younger generations who need to quickly understand what is real/ fake online.
• The students recognised the pressure of social media through influencing body image expectations, advertising and fake news. They were worried for younger students and their peers who were not able to understand the impact this was having and how to protect themselves from it.
• As they have grown up they have become less trusting and more conservative in their approach to social media. Some of the group felt that social media was in fact isolating, all agreed it encouraged addictive behaviour and was dangerous for that reason.
• All were worried about “fake news”.
• Positive aspects of social media were that we are all equal online and that it opened the world up in most cases to information and ideas.
• All felt it is how you use the internet that is most important and more education on this was important, not just in staying safe, but in looking after your life balance and exposure.
• If they were to give advice to younger students it would be – turn all of your privacy setting on and never leave profiles open and think about how you wish to be seen online when publishing images. Some behaviours are more risky than others.
• They all felt monitoring of children online by parents was important but this should be about developing trust and slowly releasing the level of monitoring.
• When asked if they would choose a world with or without social media and mobile phones all students said unanimously – without.

END

The Loop Minutes

Mobile phones and Social Media

Year 7+ 8

On WC: 26/2/2024 I met and discussed Mobile Phones and Social Media without loop student voice groups. These conversations will fee into school policy on mobile phones and social media and help ensure that we support students in staying safe online.

Please find the notes and minutes below:

Mobile Phones:

• Cant ban completely, students need them for safe travel home – especially if travelling home late/ paying for buses etc using contactless.
• Money could be better spent than on phone lockers.
• Students felt better monitoring in class and around school would deter usage during the day. Small number of students break the rules – more deterrent needed.
• All students agreed that phones are an unwanted distraction from both socialising and learning. All felt that phones were relied on to much for communications.
• Some students had restrictions on time at home and were taken off them overnight – others didn’t. Those that had them over night received messages on social media and chats until 12:00 midnight and many started up again at 3 in the morning – seriously disrupting sleep.
• Students can be quite clever at disguising use – including hiding them in pencil cases, using calculator lids to pretend they are calculators, hiding them on person when caught. Groups said this was le3ssened when staff had good routines for bags and circulation of the class.
• Students use their phones for the following – Mainly snapchat, whatsapp and Tik Tok – (where students had these apps – about 50% didn’t) Tik Tok was used for entertainment, snapchat for messaging friends. Some used their phones more for games, films and TV, duolingo, music, as a calculator and for staying in contact with family who are not nearby.
• Most felt the prefer to communicate face to face. Some preferred a combination of both, a small number preferred to communicate online.
• When used in school by others it was agree3d this was for Snapchat.
• Most students got their first phone at 11 when they started making their own way to school. Some knew of younger students at primary school having phones by 5/6/7 and all felt this was to young. Examples were given of relatives who were under 10 who had become obsessed with phones, as well as some of their friends who they felt it had become antisocial when out.
• Students felt that mobile phone use and social media had reduced attention spans and this was due to apps like tik tok being short quickly changing video clips. All agreed that this was addictive.

Social Media

• Most girls and some boys in the groups were concerned by the portrayal of body image on social media – they felt this pressure to look and behave a certain way. This led to insecurities. Boys reported more money making tutorials were an issue for them – making them feel they had to aspire to these unreasonable aspirations to be rich and wealthy.
• They all mentioned influencers in general and most recognised that these were often making money from doing so and selling them stuff/ gaining views.
• Students generally felt that parents don’t understand current social media and while many had restrictions in place at home/ in general regarding use of social media they did not feel many students did and that this was because parents didn’t understand it or just felt it was “normal”.
• All had experienced bullying or unkind behaviour at some stage on social media. Large whatsapp groups and= Snapchat groups were the main source of this.
• All students who had social media including whatsapp had been approached by strangers online, some had been harassed and/ or bullied. Students knew how to manage this and who to report this to, but the level of these approaches ranged from trying to sell or get money from them to sexual harassment. They felt the only way to avoid this was to reject invitations to big groups and restrict sharing/ privacy settings.
• Bullying on social media started in primary school for many. Often students were finding pictures of them when they were younger and sharing these on groups to humiliate them.
• Some students expressed frustration and upset that often their parents had documented their early childhoods online on FB/ Instagram and now pictures from their childhood were being used to cause upset. Many wished their photos weren’t online as they felt that cairred with them into adulthood.
• On whatsapp – some big groups capture peoples numbers and harass them if they aren’t kept private.
• Some students reported over 1000 messages per night on snapchat/ whatsapp.
• Most did not know everyone in the groups they were in/ invited to.
• Every student had been exposed to something they felt was inappropriate or upsetting on social media.
• All students felt that social media was being used to frequently by young people and that this was having a negative impact on mental health due to insecurity, fear, lack of real social contact, exposure to inappropriate material, lack of sleep, bullying.

END

Year 10 – 28/2/2024

Mobile phones and Social Media

 

Government advice to school regarding Mobile Phone Policy.

 

• Students happy with what we have. When they have used their phones they have been caught and sanctioned and although some break the rules, it isn’t common. Mobile phones aren’t used around school and in lessons often so the current rules work.
• Full prohibition wouldn’t work – students would bring two phones in, waste of money having lockers.
• Some students use payment through their phone for bus and transport – this would stop that if not allowed in school.
• The biggest risks were photo and video taking to welfare and safety.
• In school all preferred speaking to people at lunch and did not want to use mobile phones – felt it was great to have time to actually talk in person.
• All felt phones would be a distraction and this was the most serious issue if they were allowed in schools.
• Screen time was estimated at about 3-4 hours a day on a school day. Mostly for social media.
• They also believed teachers and staff mobile phone use should also be restricted – even if not in the same way.
• Students felt consequences should be confiscation and detentions / IE for repeated or persistent offences.

 

Social Media

 

• Mostly use snap chat for communicating with friends and Tik-Tok for entertainment.
• Students felt that whilst parents complain about how much time they spend on social media – they compared it fairly to parents’ generation watching TV – made the case it is the same thing.
• Content depends on what you watch – so Tik Tok will feed you more of what you see. If this is good wholesome content then you see more, if you watch less appropriate content you see more of that. Students felt that was a choice of the user and both had learned to not be impacted or bothered by disturbing content/ inappropriate content. They were “streetwise” to what they were seeing.
• They felt it could impact mental health if used to much and to look at the wrong things but also stated it was a good way to seek support and find others with similar interests/ concerns top speak to.
• They felt you can use social media and still go out and meet people in person – it was an extension of social life not one or the other. Both said they go out and use social media lots.
• Social media was recognised as being great for speaking with family and friends in different countries.
• Both felt negatives were body images and expectations of behaviours – particularly for girls. Leading to unrealistic feelings on how the look or should act socially.
• Some of the group spoke to others about revision and preparation for GCSE’s – they felt this was useful for sharing experiencing and resources.
• All were aware of bullying online and felt the school should only deal with this when it comes into school – otherwise it is best left for individuals to manage outside of school. Sometimes school involvement can make it worse.
• Students were aware of AI and its uses, but not its full potential – this was discussed. Students informed us that AI was now a part of snapchat and they were aware of its capabilities.
• Students believed that social media was healthy if kept balanced with real social activity and limited to 3-4 hours per day.
• Students would advise younger students to “not believe what they see” they wanted to point out that a lot of what they saw was enhanced or fake and just to take it for what it is – which is probably not true/ real.

END

In response to the first round of student voice/ Loop meetings on Extra Curricular activities – the following has been added to our provision:

END

Year 7 15/1/2024

Subject Extra Curricular Visits and Trips

Subject – Extracurricular and trips and visits:

Students present currently attend the following clubs:

• Reading/ Book Nook
• Homework catch up
• Football
• Badminton
• Basketball

Outside of school they also take part in:

• Football Clubs
• Swimming
• Walk dogs
• Trampolining
• Looking after siblings.
• Swimming

They would like to see the following clubs and would be keen to attend:

• Gaming- e-sports
• Volley Ball
• Kaufball
• American Football
• More work catch up clubs to get support from teachers.

Since joining the school the students present have been on the following trips:

• Year 7 Disco
• Camping (upcoming)
• Trampoline Park (upcoming)

They would like to see the following trips:

• Thorpe Park as a reward trip for good character
• Greece – Athens (History)
• Zoo Trip
• Auschwitz (History)
• Hollywood Bowl/ Arcade (History Trip)
• London – Museums
• London – Photography trip – competition.
• Swimming Club

Other notes:

As this group was new to the school last September we discussed their experiences – The all agreed they really enjoyed school and now felt settled and had made friends – their favourite lessons were Maths and PE (unanimously) and Food Tech, Science. They all agreed the work w3as much harder than primary school but they enjoyed this. They all love the canteen food – particularly breakfast and bacon and cheese turnovers. They were happy on the playground at lunch, some of the earlier issues with year 7 students fighting and trying to “show off” were dealt with really well and don’t happen anymore. They all felt safe in school. Very positive all round.

END

 

Year 8 and Sixth Form – 12/1/2024

Subject – Extracurricular and trips and visits:

 

Students present currently attend the following clubs:

 

• Support at Grange Park
• Photography

Outside of school they also take part in:

 

• Gym
• Swimming
• Art/ Reading
• Yoga

They would like to see the following clubs and would be keen to attend:

 

• More sport in 6^th form – Basketball.
• Yoga in school
• More volunteering opportunities in schools as TA’s – Sixth form.
• Gaming- e-sports

They identified the following barriers to attending clubs

• None (sixth form)
• Year 8 transport.

Since joining the school the students present have been on the following trips:

• Thorpe Park
• Finance LIBF trip to London
• London Activities trip
• Winter Wonderland Trip
• Galleries/ Theatre Visits – GCSE Art and Drama
• Year 7 Camping
• The Clink/  Jack the Ripper Tour
• British Library
• Ski Trip

They would like to see the following trips:

• – English Theatre trips.
• General Theatre Trips
• University speakers/ Lectures at university.
• London Aquarium
• New York
• Magistrates court
• Prison Trip (Crim)
• Community work – local community – volunteering – this was very popular amongst 6^th
• Language based trip in KS3 to France/ Spain
• Zoo trip/ Eden Project KS3.
• Science Museum
• History Museum
• Form Group meal (6^th form)
• Gravity (KS3 +5)
• Carroty Wood/ Go Ape -6^th form and KS3.
• Ice Skiing KS3.

Other notes:

• All were very clear in wanting to do more voluntary work in school and in the local community. 6^th form were very keen on this being important for their own personal development and for their CV building.

 

END

Year 10 – Extra curricular and Trips and Visits (in response to student survey)

10/1/2024

Subject – Extracurricular and trips and visits:

Students present currently attend the following clubs:

• None

Outside of school they also take part in:

• Some outside of school – air cadets and rugby (1 student)

They would like to see the following clubs and would be keen to attend:

• Hair and Beauty
• Social meeting clubs – just a space to be with friends indoors at lunch
• Rock Climbing
• Off – road – bike riding – on school site.

They identified the following barriers to attending clubs:

• Balance with social time
• Transport to and from school is limited and time restricted. This was a significant issue – buses/ trains

Since joining the school the students present have been on the following trips:

• Thorpe Park (they really enjoyed this)
• Year 7 camping
• Belgium – trenches/ war graves

They would like to see the following trips:

• Ski Trip
• New York trip
• Paris
• Madame Tussauds or similar.
• Science Museum
• Gravity – Bluewater
• Ninja Warrior – Chatham.

Other notes:

It is clear that as students get older there is less desire for lunchtime clubs as social activity is preferred.

• This year group (due to Covid) has had less participation in trips than other year groups.

END

Year 8 – Extra curricular and Trips and Visits (in response to student survey)

8/1/2024

Subject – Extracurricular and trips and visits:

Students present currently attend the following clubs:

• Journalism club
• History Club
• Basketball Club
• Boxing
• Badminton
• Music/ Drama productions/ performances

Outside of school they also take part in:

• Dance clubs
• Scouts/ explorers

They would like to see the following clubs and would be keen to attend:

• Criminology club
• Dungeons and Dragons
• War Hammer
• Dance club
• Hair and Beauty

They identified the following barriers to attending clubs

• balance with social time
• Transport to and from school is limited and time restricted.

Since joining the school the students present have been on the following trips:

• Prison Island
• Hampton Court
• The Trenches (history)
• Carroty Wood

They would like to see the following trips:

• Lower school Thorpe Park
• International trips to Spain/ Japan/ Italy
• History Trips/ museums
• Plays at the theatre
• Globe Theatre
• Sports competitions finals. School and external.
• Early driving school – Brands Hatch
• A big “company” in the city – work linked.
• Ice Skating

Other notes:

• They would like trips in year 9 to be linked to their option choices before starting the courses – so for example – Spain for anyone who chooses Spanish.
• They would like a log of their extracurricular activities with awards/ badges awarded for participation from year 7 all the way through.
• They would like a big survey to find out what people want from their clubs/ what their interests are etc.

END