Today we’re publishing the report of the Commission into Countering Online Conspiracies in Schools.
Pears supports organisations that span the breadth of civil society, from education to youth to mental health and social cohesion, and we were hearing from all our networks that online conspiracy, misinformation and disinformation are becoming increasingly problematic in our schools.
Together with our partners at Public First and STAR Academies, we brought together a group of expert Commissioners, supported by an advisory board of our grantees, to carry out the biggest ever study into online conspiracy theories and misinformation in English schools, including teachers, parents and young people across the country.
The conversation about what legislation and policy solutions are needed is crucially important, but the consequences of online conspiracy are showing up in our classrooms every day and, as our findings show, schools need support to deal with them. We wanted to do something that would be of use to a teacher on the frontline and to make practical recommendations that could be implemented in the short to medium term. The findings and recommendations are published today and you can read them here: counteringconspiracies.co.uk
Our findings make sobering reading. Online conspiracy, misinformation and disinformation are rife in our classrooms and teachers lack the tools and confidence to address it.
Teachers were candid about the challenges. For example one told us in a focus group: “I used to work at a school [where] they all believed in the Illuminati, and when I asked [if they could provide a book to back up their [belief]…‘Oh no, you won’t find it in a book, Miss. But you will find it in a YouTube video.’”
And parents revealed that in many cases, they had their own conspiracy hinterland: “I mean, I’m open to them looking at conspiracy theories and talking about it, because my husband believes 9/11 was a conspiracy… But then I would say to the kids… Let’s look at all the stuff and you can have your own opinion.”
The report has 12 key findings around how the issues are manifesting, covering a broad range from trust in adults to vulnerability to conspiracy belief and the asymmetry of information sources and the need for critical thinking.
There are 11 recommendations including the need for political leadership, embedding these issues in the curriculum, teacher training, and areas for further research.
As one of our expert witnesses told us: “Education at some point has to change…because the new world is the screen, and that’s how young people are getting their ideas and information.” Our report provides suggestions for how this can be achieved.
The Commission will carry on its work, guiding and monitoring the implementation of its recommendations and continuing to research online conspiracy, misinformation and disinformation. And Pears Foundation is in conversation with the UCL Institute of Education and Star Academies to pilot teacher training.
Our findings:
- Academic definitions of conspiracy, misinformation and disinformation are not understood in the same way by the public.
- Young people and adults exist in information siloes and, as a result, informational asymmetry is a pressing issue in this space.
- Some demographics and groups of young people are more vulnerable to conspiracy belief than others.
- Some young people with SEND may be more vulnerable to conspiracy theories, but more research is needed in this area.
- Pupils discussing conspiracy beliefs in schools are not necessarily doing so because they hold a strong or genuine belief.
- Although pupils report encountering conspiracy theories, most pupils don’t think they are a problem.
- Consuming conspiracy content influences pupil behaviour outside of direct conspiracy beliefs.
- Trust in adults is high, especially from younger teenagers.
- Despite this trust, when it comes to conspiracy belief, adulthood doesn’t equate to expertise.
- While adults are concerned about young people’s beliefs in conspiracy theories, they don’t prioritise it among other pressures on young people.
- Teachers are identified by both parents and young people as a popular vehicle for intervention; however, teachers don’t always feel confident addressing these issues.
- There should be a ‘pedagogy, not punishment’ approach to these issues in schools.
Read the full report here: counteringconspiracies.co.uk