Almost a fifth of teenagers have turned to chatbots because they find it easier than talking to a real person while some even say they trust artificial intelligence (AI) more than humans, according to YouGov research for the OnSide youth charity. More than three quarters of those aged 11-18 surveyed said they are mainly on screens in their free time, and around nine per cent said they used AI because they felt embarrassed or awkward talking to an adult. Commenting on the findings, OnSide chief executive Jamie Masraff warned: "While AI can feel supportive it can’t replace the empathy and understanding that comes from in-person, real-life support." By Aine Fox, The Independent. 

Jess Phillips, minister for safeguarding and violence against women and girls, has said teachers should kick up a fuss and "whinge more" about their working conditions. In a speech to delegates at the Girls’ School Association’s (GSA) annual conference yesterday, Ms Phillips said: "I don’t feel like education has been thanked enough, actually, for the level that it has been asked to take on, and largely you didn’t whinge." She also spoke about the effects of misogyny in schools, warning: "What has grown is a huge and worrying rate of domestic violence within teenage relationships, sexual violence within teenage relationships, attitudes that we absolutely need to challenge." By Poppy Wood, The Telegraph.

Writing in Tes, Philip Dearden, head at Merchant Taylors’ Senior School in Liverpool, says that limiting the number of exams students take does not curb their ambition, but instead helps them achieve a healthier balance between schoolwork and personal life. Mr Dearden explains: "True breadth lies not in volume but in variety, in giving students time to master ideas, pursue interests and develop character. Nine carefully chosen subjects achieve that balance far better than 12 rushed ones ever could."

An early years foundation stage (EYFS) profiling tool has been developed that helps practitioners to identify developmental needs in children who would otherwise "sit under the radar". Speaking to Tes, Penny Hannant, a developmental psychologist at the University of Birmingham’s School of Education, said the tool profiles pupils "almost as they walk through the door" so intervention can be introduced well before the current system typically allows. Schools can register their interest for the development profiling tool here. By Ellen Peirson-Hagger.

Schools across the UK have been celebrating after the Independent Schools Association (ISA) announced the winners of its annual awards. Schools were recognised for their innovations in working with pupils with special educational needs and disabilities (SEND), exciting outdoor learning models, and excellence across sports and international provision.

The winners include: Liberty Woodland School (ISA award for excellence and innovation in early years); Forest Park School (ISA junior school of the year); King's High School (ISA senior school of the year); Beech Lodge School (SEND school of the year); North London Grammar School (international provision); Mylnhurst Preparatory School and Nursery (outstanding sport - small school); Stafford Grammar School (outstanding sport - large school, and excellence in performing arts); Ballard School (excellence in fine art and design); Moon Hall School, Reigate (outstanding engagement in the community); St David's Prep (ISA award for future readiness); TASIS The American School in England (excellence and innovation in equity, diversity and inclusion); Holme Grange (excellence in sustainability) and St Olave's Preparatory School (innovation in independent education). Independent School Management Plus.

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