Tag: Primary schools

Being curious and creative about the role of artificial intelligences (AI) in primary education

Author Education and Childhood Research Group | Posted on

By Dr Claire Osborne, Senior Lecturer in Education

In an interview with the journalist Faisal Islam on BBC Newsnight (broadcast June 2026), Jack Clark, co-founder of the artificial intelligence (AI) company ‘Anthropic’ which built the AI software program ‘Claude’, suggested that the people who will benefit most from AI and have the advantage are those that think creatively, are curious, and have broad interests. These remarks were in response to growing concerns around the acceleration of AI technologies without human input. Hence Clark’s call for individuals to ‘indulge in curiosity’ and creativity and even take up a hobby as this may benefit how people use technology.

As the capabilities of generative artificial intelligences (Gen AI) advance and AI systems learn from and with other machines, humans will most likely become ever more reliant on AI generated outputs to inform collective knowledge and our understanding(s) of the world. However, it could be argued that an over reliance on AI outputs without question, or critical evaluation may inhibit original thought and defer our abilities to think for ourselves. Moreover, whose and what knowledge is being constructed and re-produced by artificial intelligences is a matter of contention, whilst issues around ethics, bias, and AI safety are real concerns.

As a professional educator with a background in the arts and humanities, I have begun to ponder on what it means to be in the age of AI. Moreover, I have been thinking about the role of schools in enhancing a state of curiosity in young learners and how teachers are well positioned to foster children’s creative and critical thinking skills across a range of subject disciplines. Developing such learning dispositions may enable us to engage well and responsibly with AI tools now and in the future, so we gain the most from this fast-evolving technology.

Fostering curiosity

The state of being curious is a cognitive activity which can be liken to the creation of thought. According to Loewenstein (1994, p.75), curiosity is “a form of cognitively induced deprivation that arises from the perception of a gap in knowledge or understanding”. To be curious means being interested in the world around you and asking questions. It’s about being inquisitive, seeking out gaps in knowledge, thinking deeply about what we think we know (or do not know) and finding out more. The state of curiosity can help us imagine a wealth of possibilities as we contemplate life and what it means to be. Moreover, being curious about the world can enable us to produce creative and innovative solutions to human problems. Whether or not Gen AI has (or will have) the capacity to think creatively (or be curious) was a question alluded to by Jack Clark in the afore mentioned interview. It was therefore of note, that during the interview Clark suggested that studying the liberal arts, including philosophy – which by design, are subjects that stimulate curiosity and creative thinking – may be especially useful to young people and provide them with an advantage in the age of AI.

The capacity to be mindfully curious will undoubtedly be a powerful human resource much needed in the years ahead as we engage with an ever-changing world. Notwithstanding, as AI becomes a ubiquitous presence in many people’s daily lives, humans will need to learn how to utilise these digital technologies well whilst being curious and critical about how, what, and whose knowledge is circulated in society. Moreover, humans will need to question whether Gen AI outputs are accurate, representative, and contribute to knowledge growth and a better world.

The role of primary schools

Primary school classrooms are unique places where human curiosity can be encouraged and nurtured. As Cross et al., (2016) asserts: “Primary teachers are in a particularly powerful position to stimulate or encourage curiosity through the learning contexts they develop and the ways they scaffold learning with challenges, explanation and invitations to think and act”. These fundamental pedagogical principles can be applied to a range of subject disciplines in the primary years, including the arts and humanities. They can also be applied to how AI systems based on large language models (LLM) are used to generate knowledge whilst encouraging children to think and respond to what is being produced. Evaluating how outputs are created could increase critical dialogue and deepen understanding around how Gen AI can be used effectively as one of many pedagogical tools in the box to advance learning. However, a UK government report into the risks and opportunities of Gen AI (DfE, 2024) conducted by The Open Innovation Team (OIT), suggests that there are some key barriers to AI adoption in education. This includes a lack of knowledge, poor digital skills, and limited infrastructure which could impact on teacher’s digital capabilities (DfE, 2024, p.5). That said, the report contends that Gen AI has the potential to transform education. It goes on to outline the many stated benefits of Gen AI usage among teachers. This includes automating tasks resulting in time efficiency, assisting with lesson content, and helping teachers generate new ideas to enhance creative and engaging teaching (DfE, 2024, p.16).  Moreover, the OIT report suggests that adapting to Gen AI technology could change how and what people learn because of the way in which ‘information is synthesised and presented’ (DfE, 2024, p.8).

As people’s digital capabilities grow, and learning communities become more curious about the functionalities of AI systems, primary classrooms have the potential to be and become enabling and creative places where students can play with big ideas using appropriate digital tools as and when needed to advance learning across a broad and balanced primary curriculum (DfE, 2013). Presently, the government seem keen on supporting safe and effective Gen AI adoption in education (DfE, 2024). In addition, last year, the UK government produced an AI Action Plan (DfSIT, 2025) with the intent to increase AI take up across society so Britain can benefit economically and socially from the opportunities AI has to offer. While the English education system undergoes curriculum reform (DfE, 2025a) and the government declares its commitment  to supporting primary and secondary schools in England teach a knowledge-rich computing curriculum (DfE, 2025b) it will be of interest to see whether AI education will be high on the curriculum agenda as we face the changes and challenges ahead. As Rachel Arthur, chief learning officer at the independent charity ‘Raspberry Pi’, stresses in a recent interview, every young person needs to digitally upskill, learn how to code, and understand how AI systems work whilst being able to evaluate outputs, especially with regards to bias, ethics, and security (Arthur, 2026). If the UK government is strongly committed to ‘ramping up AI adoption across the UK’ (DfSIT, 2025) and augmenting AI in education, they will need to continue to invest in developing students and teacher’s digital capabilities whilst emphasising the risks and opportunities of AI at the earliest stages in our learning journeys.

Looking forwards

AI will undoubtedly transform (and possibly disrupt) how we work, think, and learn. However, the capacity to think creatively and philosophically whilst remaining curious about the world in which we have been ‘thrown’ (Heidegger, 1927) will be central to human advancement with or without AI. That said, as AI systems become more sophisticated, all knowing, and all doing, humans will need to learn how to use this fast-evolving technology well and to our advantage, whilst critically evaluating the information being generated by the machines we have created. Moreover, teachers and students will need to continually upskill to keep a pace with change so that, together, we can explore new ways artificial intelligences can enhance excellent learning and teaching and enable curious and creative learners of the future to thrive and become active, not passive, participants in shaping the world. I will continue to ponder this as a research project with ECRG members in the 4 strands of research during the next academic year.

References

Arthur, R., (2026) Interview with Aleks Krotoski and Kevin Fong, Will AI replace the people who built it? The Artificial Human, BBC Radio Four, 17 June.

Clark, J. (2026) Interview with Faisal Islam, Newsnight, BBC Two, 04 June.

Cross, A., Borthwick, A., Beswick, K., Board, J. and Chippindall, J. (2016). Introduction. In: A. Cross., A. Borthwock., K. Beswick., J. Board., J. Chippindall ed. (2016) Curious Learners in Primary Maths, Science, Computing and DT [online]. London: SAGE Publications, pp. 1-12 [Accessed 18 June 2026]

DfE (Department for Education) (2013) The National Curriculum in England: Key stages 1 and 2 framework document.  Runcorn: DfE. Available from:

https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum [Last accessed 22 June 2026].

DfE (Department for Education) (2024) Generative AI in Education: Educator and Expert Views (Gov. UK) Available at: Generative AI in education: educator and expert views – GOV.UK [Accessed 18 June 2026].

DfE (Department for Education) (2025a) Curriculum and Assessment Review Final Report: Building a world class curriculum for all. Gov. UK.  Available at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report  [Accessed 12 November 2025].

DfE (Department for Education) (2025b) Generative AI in Education: Educator and Expert Views. Updated 12 August 2025 (Gov. UK). Available at: Generative artificial intelligence (AI) in education – GOV.UK [Accessed 18 June 2026].

DfSIT (Department for Science, Innovation and Technology) (2025) AI Opportunities Action Plan: Ramping up AI adoption across the UK to boost economic growth, provide jobs for the future and improve people’s everyday lives. Independent Report. Gov. UK. Available at: AI Opportunities Action Plan – GOV.UK [Accessed 18 June 2026].

Heidegger, M. (2003 [1927]). Being and Time. Oxford: Blackwell.

Loewenstein, G. (1994) The Psychology of Curiosity: A Review and Reinterpretation. Psychological Bulletin. Volume 116 (1) pp, 75-98.

A new book for Earth Day: Taking A Close Look at Microfibres

Author Education and Childhood Research Group | Posted on

Earth Day (22 April 2026) saw the launch of a new children’s book, Taking a Close Look at Microfibres. Co-created by school pupils and researchers from UWE Bristol’s Science Communication Unit (SCU) and Education and Childhood Research Group (ECRG), the book supports children and teachers to explore an often invisible aspect of air quality: airborne microfibres.

The book is part of the Schools Under the Microscope project, a child-led citizen science project that invites pupils aged 9–14 to take part in real environmental research. Through hands-on investigation, creative inquiry, and collaboration with university researchers, children from England and Wales helped generate new knowledge while shaping an engaging educational resource for use in schools.

Exploring what’s in the air we breathe

While microfibres are increasingly well documented in water systems, far less is known about fibres in the air we breathe – particularly in school environments. The Schools Under the Microscope project set out to explore whether established citizen science methods, previously used in homes, could work meaningfully in classrooms.

Following an initial pilot with 90 pupils at May Park Primary School, Bristol the project expanded to include around 400 children across four schools. Together, pupils designed investigations, made predictions, prepared petri dishes, and positioned them around their schools for a two‑week sampling period. After collection, pupils used microscopes to count fibres, while researchers at UWE Bristol carried out further analysis and shared findings back with the schools.

This marked the first time data on airborne microfibres has been collected within school environments, offering valuable insights into both indoor air quality and the potential of citizen science in education settings.

Learning through participation and enquiry

The findings showed that microfibre levels in schools were similar to those found in homes, including a mix of natural and synthetic fibres – some even matching the colours of school uniforms. More importantly, pupils and teachers reported high levels of engagement and enjoyment throughout the research process.

The team found that although air pollution is often invisible, it becomes meaningful through hands-on activities.

From research to a children’s book

Children’s questions, observations, and reflections directly shaped the storyline and content of Taking a Close Look at Microfibres. The book is designed to open up discussion rather than provide simple answers, encouraging curiosity, critical thinking, and dialogue about environmental issues that affect everyday life.

Page from the book, Taking A Closer Look at Microfibres.

The illustrations were created by Luci Gorell Barnes, a socially engaged artist and arts-based researcher. Recycled plastics, fabrics, card, and paper were used to make the images – all materials known to shed microfibres. These materials were scanned and transformed into digital collages, visually reinforcing the book’s themes of materiality, pollution, and reuse.

The book is accompanied by free teacher notes and ten lesson plans, supporting cross-curricular learning in science, geography, citizenship, and sustainability education.

Launching on Earth Day – and beyond

The project also connects with wider work at UWE Bristol around sustainability and social justice. The research team is partnering with the Global Goals Centre to support the Better Uniform Campaign, which seeks to develop a more socially and environmentally just system for school uniforms across Bristol.

Access the free book and resources

Schools, teachers, and partners can access a free e‑copy of Taking a Close Look at Microfibres with resources for lessons and learning.

The team

Dr Margarida Sardo, Dr Ben Williams, Dr Verity Jones and Jacqui Warner.

Thinking about death for the future

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones, Associate Professor in Education

Recently, much of my thinking, particularly in collaboration with Chris Bear (Cardiff University), has led me to think more deeply about death as an ecological, educational and ethical concept that demands a futures lens. In our work on food systems, we ask what it would mean to attend to the deaths of non-human animals and plants –  not as abstractions but as lived relations.

In February, I attended the Centre for Sociodigital Futures, Immersive Public Futures Symposium, where themes of loss, endings, disappearance and possibility threaded through discussions of how societies imagine, design and negotiate futures.

International perspectives on imagining futures

Contributions from international speakers underscored that futures – thinking is rarely a smooth trajectory of progress.

  • Fabio Rubio Scarano (Federal University of Rio de Janeiro/Museum of Tomorrow) foregrounded planetary change and regeneration through anticipating and paying attention both to memory and tomorrow.
  • Lisa Bailey (Museum of Discovery, University of South Australia) explored how museums can engage diverse publics with complex and uncertain futures.
  • Andrea Bandelli (Woven Foundation for Creative Climate Communication) challenged us to recognise immersion not as a technical medium but as a condition – a relational mode that shapes how we encounter the world and its potential futures and agencies.
  • Mandy Rose (UWE Bristol) discussed documentary and digital cultures as tools for imagining post‑carbon possibilities through planty immersion.
  • Justin McGuirk (Design Museum, London) examined design-led approaches to futures and the need to construct possible future buildings to imagine within.
  • Dan Lockton (Norwich University of the Arts) reflected on how lost futures can help people collaboratively reimagine alternative futures.
  • Johannes Stripple (Lund University) used speculative ecology and storying  to unsettle fixed narratives of crisis and change.

Across these contributions, there was an insistence that imagining futures requires attending to what is disappearing, threatened or already lost.

Connections

The symposium strongly resonated with work with my own research. Whether supporting young women in imagining near-future careers in construction and engineering, examining ecological timescales in food ethics, or analysing how children’s literature either narrows or expands temporal imagination, much of my work is centrally concerned with how learners inhabit and negotiate time.

This sits alongside collaborations with colleagues at the Global Goals Centre and SPARKS Bristol, where we co-create learning experiences that are research‑informed, inclusive, socially engaged and committed to widening imaginative possibility.

Looking ahead

The symposium has sharpened my thinking on how endings and futures coexist – and how education must hold both. Several publications drawing on this work, including research on identity making, children’s literature and sustainable education, are currently in preparation and will be shared later this year.

A matter of Art in the Primary Curriculum

Author Education and Childhood Research Group | Posted on

By Dr Claire Osborne, Senior Lecturer in Education

The Labour government’s ‘Curriculum and Assessment Review’ (2025) is now out of consultation. As government ministers reflect on the implications for education policy and fulfil their quest to build a “world class curriculum for all”, I want to take a moment to reflect on the future of art learning and teaching across primary education in England.

Art is a serious matter. It involves the development of authentic knowledge and skills such as learning how to master a range of art and design techniques including drawing, painting, and sculpture to knowing about great artists, architects, and designers in history (DfE, 2013). Moreover, studying art at primary level involves having the opportunity to experiment with different kinds of materials and art tools creatively; this could include how to work with charcoal to create light and shade or mastering a range of craft tools to design and make a clay pot. Engaging in the processes and practices of art not only ignites the imagination but can also develop children’s critical thinking skills (see Tambling and Bacon, 2023, p.13); skills which are much needed by industry to support economic growth. The ability to think critically and independently is especially important today as we witness a rise in AI reliance for educational purposes which may potentially impact on people’s cognitive activity and problem-solving skills (see Kosmyna, 2025).

However, due to enduring knowledge hierarchies, as previously identified by Eisner (2002), the teaching and learning of art and visual cultural knowledge can often be sidelined or undervalued in today’s primary school curriculum (see Cooper, 2018; Tambling and Bacon, 2023; APPG, 2023). My own research also suggests that in some cases, children’s engagement with art processes and practices can sometimes be seen as a treat when the “important” schoolwork has been done (Osborne, 2025). This can reinforce an idea that the creative arts and cultural learning experiences are ‘nice to have’ rather than essential elements to the school curriculum (see CLA, 2017).  More still, when arts-based disciplines are taught in primary schools, some teachers reportedly lack sufficient time and resources to plan high quality learning experiences where the development of arts knowledge and skills are at the forefront of curriculum planning (see Cooper, 2018).

Yet despite recent government and Ofsted pronouncements around the importance of children’s access to a broad, balanced, and knowledge rich curriculum, the decline in art teaching and learning, remains an ongoing concern. In many ways the “problem” (my inverted commas) can be attributed to  a succession of central government policy making decisions over the past 30 years which have shifted the role of primary teaching and learning towards standardisation, accountability, and a focus on measuring ‘useful knowledge’ (see Ball, 2017; Nsead, 2016; Biesta, 2010) rather than offering state educated children a more holistic schooling experience (see APPG, 2023; Tambling and Bacon, 2023). However, a lack of access to art in the primary years not only limits children’s exposure to a well-rounded primary education but may restrict, what Aristotle (2018) advocated in his ninth book on Metaphysics, children’s ‘potentiality’ thus raising issues around social equity and personal fulfilment. For some children, engaging with art also serves as a cathartic experience and therefore plays a much-needed role in any school curriculum in supporting children’s general well-being (see CLA, 2018). Yet, although great things are happening in some schools where the arts are supported well by leadership teams with sufficient funding (Osborne, 2025), we still find ourselves in a position where fostering human creativity and children’s self-expression are not always high on the agenda in every state funded school in England whilst the teaching and learning of essential art knowledge and skills can be undermined as generalist teachers are increasingly deskilled or lacking in confidence (see APPG, 2023, p.10; Tambling and Bacon, 2023; Osborne 2025).

To reverse this situation, art needs to be reestablished as a serious and challenging intellectual endeavour within primary education whilst maintaining the creative freedom and enjoyment it can provide for some children. As such, all children need sufficient time in the school week to experiment freely with art materials and processes whilst critically engaging with visual cultural knowledge which can inspire and challenge children’s thinking. Such rich learning experiences can complement other types of learning and subject disciplines across the curriculum and enhance children’s critical thinking skills. Moreover, schools are active sites of learning which can cultivate new knowledge in the field. This includes knowing about a diverse range of contemporary artists, craft makers, and designers who often act as social commentators on our human condition whilst still dedicating lesson time to appreciating and critiquing some of the more familiar traditional artists and art forms widely displayed in public galleries.

However, teachers need real time, space, and investment to be and become knowledgeable others who are confident, well-trained professionals, who are constantly learning from and with children about art processes and practices which foster creativity, self-expression, criticality and original thought. Moreover, teachers need time to be and become inquisitive researchers at the forefront of curriculum reform who promote the value of both ‘powerful knowledge’ (Young, 2008) and ‘purposeful’ knowledge and skills within their localised contexts. But this can only be achieved if reinforced by top-down education policy reform. This may in turn help to reprioritise the place of art within initial teacher education (ITE) whilst influencing school leadership teams in providing ongoing support for teacher’s continuing professional development (CPD) when in role.

Time and resource will always be a challenge despite recent talk about supporting teachers’ professional autonomy over curriculum planning and design (DfE, 2025).  Hence, as we witness the implementation of the Labour government’s recent Curriculum and Assessment Review (DfE, 2025), I would argue more needs to be done, to ensure the power of arts and visual cultural knowledge and skills remains firmly on the agenda in primary education. Moreover, every child attending a state funded primary school in England should have the opportunity to engage in high-quality art learning and creative exploration facilitated by well-trained and knowledgeable teachers who can adapt learning to reflect their local contexts. This is especially pressing today as we consider the growing influence of artificial intelligence (AI) on many facets of school planning and teaching, and the potential impact this may have on learning at every level and in every subject.  As the decline in localise planning continues and there is a growing demand for time saving ready made plans, the question is, how will the tool of AI impact on creative innovation and original thought? What creative possibilities will AI bring to the primary classroom and how can AI be used well to support children’s artistic engagement and authentic learning?

In the years ahead, AI will certainly shape the future of education; and in many ways, AI and the rise in Edtech could address the marginalisation of art in some schools by freeing up teachers to focus more time on providing children with memorable learning experiences rather than being overburdened with administrative tasks. Moreover, AI may provide teachers with better access to generalised artistic knowledge and skills to inform their curriculum planning and innovation thus responding to how learners learn. Nevertheless, AI is only a tool — it cannot replace teacher’s professional knowledge or professional autonomy or address ongoing issues around subject hierarchies. Furthermore, an over reliance on AI for planning, learning or teaching may inhibit both teachers and children’s critical thinking skills and decision-making processes. These are interesting times for primary education especially in terms of the purpose and philosophy of education. As we look to the future, educationists and policy makers will need to think carefully and mindfully about how AI is used as a supportive planning aid whilst considering how teachers can provide children with greater access to authentic, meaningful, and enjoyable art lessons, where everyone can fulfil their creative potential and engage with a “world class curriculum”. Giving children more access to the creative arts during their primary education may also counteract any notions around a potential decline in human cognitive functioning due to AI reliance by enabling us to continue to think for ourselves, both critically and creatively.

References

Children’s literature, anti-racism, and educational impact: ‘Difference in Primary Schools’ resource

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones, Associate Professor in Education

On 23 September 2025, Lambeth Palace hosted the launch of the Difference in Primary Schools resource—an ambitious and timely initiative that uses children’s film, songs and literature to support meaningful conversations about race, identity, and belonging in primary education.

Developed by the Difference programme, the resource is freely available to schools and educators across the UK, offering a suite of lessons that foreground empathy, critical thinking, and inclusive practice from early years through to transition into Key Stage 3.

As the team leader for the RESPECT project, I was particularly proud that the transition lesson draws directly on If Racism Vanished for a Day – a book developed through our project. Co-created with children from Bristol schools, the text and illustrations invite readers to imagine a world without racism.

The integration of our book demonstrates how academic research can shape real-world practice, particularly in the context of anti-racism education. It also highlights the power of literature as a pedagogical tool: not only to foster understanding, but to catalyse change.

As schools begin to adopt the Difference in Primary Schools resource, the reach and relevance of RESPECT’s work continues to grow – supporting educators in creating classrooms where every child feels seen, heard, and valued.

Difference in primary schools resource

Crafting change: How craft is empowering children for a sustainable future

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones

In the face of escalating ecological and social crises, education must evolve to equip the next generation with the tools to imagine and enact a more sustainable and just world. In our new paper published in the International Journal of Social Pedagogy, we explore how eco-craftivism – the fusion of ecological awareness and craft-based activism- can serve as a powerful pedagogical tool in primary education.

Conducted with 120 pupils aged 8 to 9 in two UK primary schools, our research investigates how creative, hands-on learning can foster eco-social pedagogy (ESP). ESP expands traditional social pedagogy by integrating ecological consciousness with social justice, emphasizing the interconnectedness of people, planet, and the material world.

We call to for a de-bordering of solidarities: to move beyond human-to-human empathy and include solidarity with the environment and non-human “things.” This form of solidarity, with human-made objects, is crucial in cultivating sustainable behaviours. Craft and craftivism are powerful tools for building creative relationships with things in ways that build solidarities with those things, but also serve as gateways to holistic solidarities with the environment and human others. By engaging with recycled materials like copper wire, cardboard, and old socks, we explore how pupils developed material literacies – an understanding of the origins, value, and lifecycle of everyday items. This awareness, in turn, sparked deeper ecological and social insights.

The project’s workshops – where children crafted bracelets, puzzles, and sock puppets – were more than just craft lessons. They were immersive experiences that connected students emotionally and intellectually to the climate crisis. Pupils expressed joy in creating, pride in reusing materials, and a newfound sense of agency. One student reflected:

“It’s like doing something for the planet but also doing something that you can use.”

This dual purpose – personal enjoyment and environmental impact – embodies the essence of eco-craftivism.

Teachers, too, reported a shift in perspective. Inspired by the workshops, they reconsidered their own classroom practices, opting to use more sustainable materials and integrate environmental storytelling into lessons. The study highlights how craft-making can transform both teaching and learning, making abstract issues like climate change tangible and emotionally resonant.

Importantly, the research also addresses the emotional toll of climate education. Many children initially expressed fear and helplessness. However, through creative engagement, these emotions often shifted toward hope and empowerment. Crafting became a medium for emotional expression and resilience, helping students process complex feelings in a constructive way.

This study is a vital contribution to the growing field of climate education. It demonstrates that eco-craftivism is not just about making things – it’s about making meaning. By fostering solidarity with people, nature, and objects, it cultivates a holistic understanding of sustainability that is both intellectually rigorous and emotionally grounded.

As we seek innovative ways to prepare young learners for the challenges ahead, this research offers a compelling model. Eco-craftivism shows that with the right tools – scissors, thread, and a bit of imagination – children can begin to stitch together a better future.

The full reference of this new article is:

Mulholland, J., Jones, V., Pawson, C. and Harrison, L. (2025). De-bordering solidarities: using eco-craftivism as an eco-social pedagogy in primary education. International Journal of Social Pedagogy, 14(1): 8.
DOI: https://doi.org/10.14324/111.444.ijsp.2025.v14.x.008.

Insights into the Learning to Care in the Food System article

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones (UWE Bristol) and Dr Chris Bear (Cardiff University)

We are pleased to announce the publication of our article, Learning to Care in the Food System: Education for Sustainable Development resources, food education and the farming of animals for food, in Environmental Education Research. This sees the first review of the place of animals in food education resources for 5-11 year olds, making an important contribution to research relating to the nature and role of learning resources for education for sustainable development.

Food politics and animal welfare have recently hit the headlines as the US and UK administrations begin to explore new agreements with regard imported/exported meats. Throughout these discussions, UK representatives have been clear that any imported meat must adhere to strict food and farming standards – for example, imports of hormone-treated beef will not be permitted. This practice was banned in the UK in 1989, along with the rest of the EU, after studies suggested it could pose potential risks to human health and animal welfare. Issues of animal welfare are central to our food system and geopolitics and, we would argue, critical for inclusion within education in every phase.

In our article, we explore 117 resources aimed at ages 5–11 olds, and reflect on the implications of these and how future resources might be designed to prompt not only critical reflection on the food system but more meaningful actions and engagement amongst learners regarding care of animals farmed for food.

Key findings

We found that food education resources focussed on animals for food include very limited discussion on the welfare of farmed animals. Similarly, there are few resources that explore the link between livestock farming, climate change and sustainability – a critical lens through which food production should be framed if we are to develop agile, resilient and adaptable food systems.

Overall, we note that resources often lack depth in promoting a more-than-human ethic of care, focusing more on human-centric perspectives. We argue that there is a need for resources that extend beyond healthy food behaviours to encompass critical thinking about sustainability and ethical questions around the place of nonhuman animals in the food system. Drawing health, sustainability and animal welfare together in educational resources is a key step towards addressing the complexities of the food system and the role of animals within it.

We call for:

1. Curriculum Development

  • Inclusion of Animal Welfare: integration of animal welfare topics into the curriculum in order to foster a more holistic understanding of the food system.
  • Sustainability Education: Highlight the connections between livestock farming, climate change, and sustainability in order to support learners navigate environmental impacts of food production.

2. Resource Creation

  • Ethically Inclusive Materials: Develop resources that promote a more-than-human ethics of care to help learners appreciate the ethical dimensions of farming and food consumption.
  • Critical Thinking: Develop materials that encourage critical thinking about the ethical treatment of animals so to lead to more informed and compassionate future generations.

3. Teacher Training

  • Awareness: Train educators to address food systems topics sensitively and knowledgeably in order to enhance the effectiveness of teaching about the food system.
  • Interdisciplinary Approaches: Encouraging interdisciplinary pedagogies that combine science, ethics, and environmental issues to provide a more comprehensive educational experience.

4. Student Engagement

  • Active Participation: Engage learners in discussions and activities related to food ethics and sustainability to foster a sense of responsibility and care for the environment.

We believe that resources informed by the food system, sustainability and animal welfare have the potential to inform, develop greater empathy, and an environmentally conscious generation, better equipped to tackle the challenges of sustainable food production and ethical consumption.

Read the full article

To find out more, contact Verity (verity6.jones@uwe.ac.uk).

Dr Verity Jones reflects on how children’s experiences of racism and their desire to have their voices heard is being realised in Bristol.

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones (verity6.jones@uwe.ac.uk)

On the afternoon of 25 April 2024, just as children piled out of school, the RESPECT project team were putting their final touches to a billboard in Bristol that in invited people to think about what life would be like without racism.

The new billboard aims to amplify children’s voice and start conversations on this important topic. It features an illustration from the book that was co-authored with children from the project and invites people to think about what a world without racism might be like – giving us space to think about what changes need to be made.  

The ‘If Racism Vanished for a Day’ book co-authored was developed following research about 10 and 11-years olds in Bristol. This billboard is in response to the children demanding that anti racist education not be condemned to tokenistic celebrations of what it is to be Black during Black History Month or in response to a racist attack when it hits the media. Instead, children want to have opportunities to discuss these important issues through the year.

The children said: “…racism is not okay, and we want people to understand the way it affects us.”

A visit to the billboard in St Werburghs can hopefully provide an opportunity to start a conversation with children about these important issues and get children’s voices heard.

The team continues to work with schools across the UK and  through this work we often hear adults say that children don’t understand what racism is, or that they don’t or can’t recognise it. We can confidently say they do and they want change. The RESPECT project offers free resources to teachers on how to discuss racism and its impact on young people.

The ‘If Racism Vanished for a Day’ book is available in print or as a free e-book and is available here:

Big thanks: to all of the children who so generously shared their experiences; funders – UWE Bristol and UKRI – and installers Adblock Bristol.

RESPECT Team: Verity Jones, Luci Gorell Barnes, Tessa Podpadec, Chris Pawson, Sarah Whitehouse, Malcolm Richards, Justin Vafadari.

How can we promote acceptance of stigmatised appearances in primary schools?

Author Bristol Inter-disciplinary Group for Education Research | Posted on

Primary Schools are excellent places for child development, learning and socialisation, but unfortunately can also be hubs for bullying, social isolation and stigma. The chances of a child having negative experiences during Primary School education increase if they have an appearance which is socially stigmatised. If you are wondering what a socially stigmatised appearance is… it essentially means having an appearance which significantly deviates from society’s ‘standard’ characteristics, for example being of a higher weight or having a visible scar.

Of course, no two children’s experiences will be the same and having an appearance which is deemed socially stigmatising does not necessarily mean a child will have a negative experience in or out of school. However, studies which have considered the experiences of children with various socially stigmatised appearances suggest it would be naïve to believe, in general, their experiences are the same as children who have a socially ‘normative’ appearance (e.g., white, able-bodied with no visible difference).

Why is this the case? Well, there are a number of factors at play here. External factors such as the media, parents, education and policy can all influence children’s attitudes towards other appearances. Think of a villain in a children’s film… a number of villains have an appearance which is deemed socially stigmatising. Scar from the Lion King? Ursula from the Little Mermaid? These messages likely influence children’s attitudes towards various appearances.

Children develop attitudes towards socially stigmatised appearances at a very young age – at around 4 years stereotyping and prejudice can exist. Although, some evidence suggests this is even younger, with stigma towards people of higher weight being present at the age of 3 years, according to one study. Another study found by the age of 5 children make judgements based on weight and are less likely to choose a higher weight child as a playmate. Children with facial differences such as burn scars, a birthmark or cleft lip and/or palate are also at risk, with evidence that they are less likely to be accepted by their peers. All of this evidence highlights how children who have a socially stigmatised appearance may be less accepted and judged accordingly. Therefore, it is unfortunately not surprising that studies have also found children with a socially stigmatised appearance have a lower quality of life and are more likely to be subjected to bullying.

This issue is not new. Research during the 1960’s painted a similar picture, whereby children consistently ranked a child with no socially stigmatised appearance as most preferred in comparison to various other socially stigmatised appearances. However, to date, majority of intervention? Efforts within psychology and body image have focused on secondary school children. However, attempting to promote acceptance of socially stigmatised appearances in children aged 11 years and above may be a fruitless endeavour, as attitudes are likely well ingrained by this age. It is important efforts be placed in younger age groups, when attitudes are still developing, in order to combat stereotypes and subsequent behaviours. 

Further, the majority of school-based body image interventions have focused on a medical (individual) model and less on the social (group) model. For example, consider a child who has a facial burn. This child may be perfectly happy with their appearance. However, if they are being teased, bullied or excluded from social events, previous efforts regarding the child’s body image, would attempt to help that child increase their self-worth and self-esteem. However, efforts are not focused on changing the attitudes and behaviours of children around that child. Providing body image interventions which target acceptance at a group level allow for improvements beyond just the individual.

There has been a handful of interventions developed which target Primary School aged children in a bid to do exactly this – promote acceptance of appearance, at a group-based level.  A pilot study of a recent body acceptance intervention, titled ABC-4-YC, has found promising findings in Australia. However, interventions developed to target this broader issue have either not been evaluated at all, or require further evaluation.

What is clear is that children develop attitudes towards appearance at a very young age and this can impact on the lives of those who have an appearance which is socially stigmatised. Yet, majority of the efforts to target this issue have focused on older children or at the individual level. Therefore, undoubtedly there is a need for evidenced-based school resources which promote acceptance of stigmatised appearances in Primary School-aged children. Efforts should be made within psychology, education and social policy in order to combat this issue in a sensitive, timely and age appropriate manner.

If you are interested in research on body image in schools, Appearance Matters: The Podcast! Co-hosted by Jade Parnell (me!) and Nadia Craddock delves into what we know about how we tackle body image within the classroom. This episode can be found here.

Jade Parnell is a PhD student at the Centre for Appearance Research, based in Health and Applied Sciences (HAS) at the University of the West of England (UWE). You can contact Jade directly via email: jade.parnell@uwe.ac.uk or twitter: @jadeparnell.

Project Zulu Research Seminar

Author Bristol Inter-disciplinary Group for Education Research | Posted on

The Department of Education and Childhood Presents: The Bristol Inter-disciplinary Group for Education Research (BRIDGE)

Project Zulu Research Seminar 2nd April 2019 — 5pm – 7pm — Room 2S704 , Frenchay.

Project Zulu is a UWE educational development initiative which works with partner schools in township and rural areas of Kwazul-Natal, South Africa. Collaborations between school communities in SA and UWE staff and students seek ways of enhancing infrastructure, pedagogy and learning opportunities through knowledge exchange, action research and practical support. The three research projects presented in this seminar have developed over the last three years and are based on such collaborations.

Dr Alex Palombi and Vanessa Parmenter LD Nursing and Occupational Therapy collaboration at township SEN school

Over the last two years, learning difficulties nursing and occupational therapy students have volunteered for 4 weeks within a special educational needs (SEN) school within Madadeni Township in South Africa as part of Project Zulu. This research used five semi structured interviews and a focus group to explore the impact of Project Zulu on the health and social care students’ professional learning, and on the participating SEN school’s teachers and principal. Transcripts of the interviews and focus group are to be thematically analysed to explore the nature of the learning derived from this experience and the extent to which teachers and principals view the project as a partnership and the extent to which their mutual learning. Initial findings indicate mutual perceived value in cross cultural learning and useful professional develop alongside managing concerns about sustainability and measuring value.

Dr Jane Carter and Karan Vickers-Hulse Reading Partner intervention at two rural South African primary schools

This project builds on current RET funding (An evaluation of the Bristol Reading Partner (BRP) Intervention) and the work to pilot BRP in two of the UWE Project Zulu (PZ) partnership schools. South Africa was the lowest performing country (out of 50 participating countries) in reading in the Progress in International Reading Study (PIRLS 2016) and is the priority area of the PZ schools’ Principals. In Feb 2019 we trained teachers in the pilot schools in the BRP intervention programme; PZ UWE student volunteers will be trained in BRP in March 2019 and will work 1:1 with children in the two pilot schools in KwaZulu Natal in August. This work will also add to the body of data and knowledge we have about BRP and EAL learners.

Dr David Wyatt and Ben Knight ICT project at a rural South African primary school

This three year ICT intervention project at one rural primary school in South Africa aimed to enable integrated ICT learning for pupils. Actions at strategic, infrastructure and teacher digital literacy levels were implemented over three phases and evaluated via teacher questionnaires and a focus group interview. Findings highlight the opportunities and challenges of managing international sustainable enhancement projects, and illustrate the critical role teachers play in pupil skills development and the importance of investing in their digital literacy.


This event is free to attend but pre-registration is required. Register here to book your place. 

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