As a headteacher of some 43 years and counting, I’ve met a decent number of unknown unknowns over my time, problems the genesis of which I had no insight, but for which I have had to seek understandings, pathways and solutions, if possible. I find time for the research because that’s something that interests me, often not only by diving deep within the vaults of ‘received wisdom’ but by checking out the work of commentators, reading the letters pages of newspapers, sometimes by reading Private Eye, and increasingly of course by courtesy of the small screen and its diverse offerings, including Facebook, Instagram ,TikTok and YouTube.

Boy and Man, Emile Peynaud was connected to the grape, and in post war France he became an expert at the University of Bordeaux in wine-making, becoming a professor of Oenology (Oenology is the science and study of wine and winemaking). Peynaud worked at providing scientific explanations for many problems encountered in the process of winemaking; his name used to be almost ‘spat out’ by vineyard owners and winemakers, because many of his research-based methods recommended solutions that flew in the face of previous practice. Fortunately for Peynaud, his solutions worked for the winemakers, producing not just ‘champion’ superior wines but even for the mass market, bottles of wine that as a consequence have become reliably ‘good’.

Currently in homes and schools we are facing a range of surprising problems, some arising at the toddler/pre-school stage and others unseen until the higher up the school years. For this blog, I’ll concentrate on the latter, because of course that is where I go to work each day, and perhaps like Peynaud, have had to turn traditions on their head to make sense of the problems seen and to find a new perspective in order to map routes out and where possible solutions too. Perhaps like Peynaud and grapes, in my business I’ve been connected to education Boy and Man, whose parents educated both my bother and I in the school they founded. I first entered the University (Leicester) to study Biological Sciences in 1972, leaving some 3 years later firmly connected to Genetics, Ecology, Psychology and Sociology as well. The faculty that caught my imagination in Genes and their expression was ‘cracking’ the biological code of chromosomes at the time, a place where real history was being made. Unrelated to my experience at Leicester, the biologist Richard Dawkins published his book, The Selfish Gene (1976) in which he highlighted that genetic information copied is called the replicator, and genes are the replicator for biological evolution. I quote Wikipedia here: “Dawkins proposed that the same process drives cultural evolution, in which the and he called this second replicator the “meme”. He gave as examples, tunes, catchphrases, fashions, and technologies. Like genes, memes are selfish replicators and have causal efficacy; in other words, their properties influence their chances of being copied and passed on. Some succeed because they are valuable or useful to their human hosts while others are more like viruses.” Whilst the evolutionary biological science is known as Genetics, the name for cultural science is known as Memetics. I’ll return to this later on.

The education that takes place in institutions is called ‘Schooling’. The word “school” comes from the ancient Greek word “scholē,” which interestingly meant “leisure”. In those times, leisure wasn’t seen as just relaxing, but as an opportunity for learning and discussion. So, a “scholē” was a place for these scholarly pursuits. Over time, the word traveled through Latin (schola) and Old English (scōl) to become the “school” we know today. Even though the meaning of leisure has shifted, the connection to learning stuck around. It’s important we remember that schools are not just places for learning, but spaces in which children learn how to socialise, be directed by adults specifically skilled in their role as teachers and learn how to judge how they are doing by the progress they see taking place in others.

Of course, alternatives exist such as home education or tutors, but the child will often miss out on the reflective and collaborative behaviour of working with others. We refer of course to groups of sea animals, be they dolphins or fish as ‘schools’, the group being better able to support, protect and survive in adverse circumstances. It’s interesting to note that different countries and cultures choose to start formal schooling at different ages, but nurseries for toddlers appear almost everywhere, once again because collaborative play is essential for the healthy development of children.

Over the past 25 years of this century, schooling has changed for the better really quite dramatically, not just with the arrival of new technologies but because of our growing understanding of the learning sciences. For much of the 20th century, ‘rote learning’ was the central core of educational practice. Rote learning is a memorization technique based on repetition. It’s like drilling something into your head by saying it over and over again until you can recall it without thinking. It’s focus is on memorization: The goal is to remember information exactly, often word-for-word. Repetition is key: The more you repeat something, the better you’ll recall it later. Think flashcards, reciting the alphabet or chanting nursery rhymes. Rote learning doesn’t necessarily require you to understand the material. You might be able to repeat facts but not apply them to new situations.

Memorizing multiplication tables
Learning the dates of historical events
Reciting poems or formulas
Rote learning can be helpful for:

However, we now know that learning by rote also has drawbacks: it does not promote deep understanding: You’ll often forget the information once the test is over. Not only can it be boring and repetitive, but it does not develop critical thinking skills. So, in general, rote learning is best used alongside other learning methods that encourage understanding and application. But please note, Repetitive learning is essential to creating deeper understanding, laying down neural networks that can then unconsciously, carry out the actions and recall permitting you to carry out more complex activities and processes. Learning to ride a bicycle is perhaps one of the best examples; after a period of familiarisation and complete failure, the novice cyclist learns to balance, pedal break and travel more safely, and before long, tricks and flips and things.

The arrival of smart phones into the hands of juveniles is one of those experiments for which we could have said “what could possibly go wrong”? I remember when directly involved with the ISC Digital Strategy group in 2008, Ian Yorston of Radley College spoke of the arrival of the 4th screen (film, TV, laptop and then smart phone), placing in the hands of children access to the world’s library of knowledge directly. At that time, the release of the iPhone in 2007 marked a turning point. Smartphones offered larger screens, better internet connectivity, and the ability to run apps. This paved the way for the arrival of more advanced social media experiences on mobile devices, as opposed to the early text based chat rooms that didn’t really capture people’s imagination. Very quickly afterwards, Mobile Social Media took off , around this time, a few things happened. Mobile app stores became more popular, and social media platforms like Facebook began developing dedicated mobile apps. This, combined with increasing smartphone adoption, led to a surge in social media use on smartphones.

Here’s a quick word on Generational Definitions: Demographers typically define generations by birth years that span 15-20 years. I was born in the 1950s, hence am in the ‘Baby Boomer’ generation.

Baby boomers are the generation born after World War II, typically between 1946 and 1964. They’re known for being a large population group in many countries and a breakdown of their key characteristics shows these elements:

Birth Years: 1946 to 1964 (although the exact dates can vary slightly depending on the source)
Size: They are one of the largest generations in history, in the USA and Europe at least. This had a significant impact on the economy and society.
Social Change: They came of age during a time of great social and political change, including the Civil Rights Movement and the Vietnam War.
Cultural Impact: They had a big influence on music, fashion, and culture in general.
Economy: They benefited from a strong post-war economy and enjoyed a relatively high standard of living.
Current Age: As of 2024, baby boomers are between 60 and 78 years old.

The subsequent generations fit different criteria:

Generation X (Gen X):Born between 1965 and 1980, Gen X is known for being self-reliant and resourceful. They came of age during a time of economic uncertainty and witnessed significant cultural and technological shifts.Gen Z Ending: Most definitions put the ending of Generation Z (Gen Z) around 2010 or 2012.

Millennials (Gen Y):Born between 1981 and 1996, Millennials are the first generation to grow up with digital technology. They are known for being tech-savvy, progressive, and entrepreneurial.

Generation Z (Gen Z):Born between 1997 and 2012, Gen Z is the most diverse generation yet. They are known for being socially conscious, entrepreneurial, and financially responsible.
Birth Years: With 2008 being after the established ending points for Gen Z, Gen Alpha becomes the fitting term for those born after this period.

Generation Alpha (Gen Alpha):Born after 2010, Gen Alpha is the first generation to be born entirely in the 21st century. They are still young, but they are already showing signs of being highly creative and tech-dependent.

It’s important to note that generational labels are not always set in stone, and there can be some debate about the exact birth years for each generation. However, Gen Alpha is the widely accepted term for the generation following Gen Z.

I’ll cut to the chase now. The generational label is very helpful, as it defines the memes and tropes that surround the child of that age, which we can call the generational landscape. What’s has proven to be disastrous is the placing of unprotected Smart phones in the hands of children, and here’s a clear statement of our current understanding in these matters, though the research is complex, though almost certainly now conclusive. Here’s a breakdown of the main concerns:

Screen Time vs. Other Activities: Excessive screen time can displace important activities for children’s development, like sleep, face-to-face social interaction, and physical play. These activities are crucial for emotional well-being, cognitive development, and healthy sleep patterns.
Social Comparison and Cyberbullying: Social media can be a breeding ground for social comparison, leading to feelings of inadequacy and low self-esteem, especially for tweens and teenagers who are already self-conscious. Cyberbullying can further exacerbate these issues.
Attention Fragmentation and Addiction: The constant notifications, alerts, and quick bursts of stimulation from smartphones can make it difficult for children to focus and develop sustained attention. This can also lead to addictive behaviors that interfere with daily life.
Content and Sleep Disruption: Exposure to inappropriate content online or the blue light emitted from screens can disrupt sleep patterns. Sleep is vital for mental and emotional health, so poor sleep can worsen existing problems or contribute to new ones. Above all, I think parents have massively underestimated the incredible damage caused by Smart phones to sleep.

Here’s a rule of thumb:

Preschool-aged children (3-5 years): 10-13 hours, including naps. Some preschoolers may stop napping around this age.
School-aged children (6-13 years): 9-12 hours. Younger school-aged children typically need more sleep than older ones.
Teenagers (14-17 years): 8-10 hours. Teens often struggle to get enough sleep due to biological changes and social pressures.

All of our focus in schools has been and will continue to be on promoting healthy habits and open communication to assist our children to navigate their world, analogue and digital, effectively. All of the traditions in school have flexed across the generations, and there are new traditions to be established for the current and future generations ahead. But what we know from the academic and social literature of our country and society at large is that children cannot be left on their own. Of all the books that I read at school, ‘Lord of the Flies’ by WIlliam Golding was amongst the most instructive.

William Golding’s Lord of the Flies offers a dark but valuable commentary on human nature. Here are some of the key lessons the novel teaches (Thanks Gemini for the Summary):

• The Thin Line Between Civilization and Savagery: The boys initially try to maintain a civilized society with rules and a leader. However, when faced with fear, isolation, and the struggle for survival, their primal instincts take over. This highlights the fragility of civilization and the constant potential for violence within us.
• The Importance of Order and Rules: Without established rules and a system of order, chaos and conflict quickly erupt. The novel shows how rules, even seemingly arbitrary ones, are essential for maintaining peace and cooperation.
• The Power of Fear and mob mentality: Fear of the unknown (the beast) and the thrill of mob violence lead the boys to commit acts of cruelty they wouldn’t have dared to do individually. The story serves as a cautionary tale about the dangers of fear-mongering and mob mentality.
• The Loss of Innocence: The boys enter the island as innocent children but are transformed by their experiences. The loss of innocence symbolizes the harsh realities of the world and the potential for darkness within seemingly pure individuals.
• The Importance of Leadership: The contrasting leadership styles of Ralph and Jack offer valuable insights. Ralph prioritizes order and the good of the group, while Jack prioritizes power and personal gain. The story emphasizes the need for responsible and compassionate leadership.
• The Human Capacity for Evil: Lord of the Flies doesn’t shy away from portraying the dark side of humanity. The boys’ descent into violence highlights our capacity for cruelty and savagery, even at a young age.

It’s important to remember that Lord of the Flies speaks only of boys, but plenty of other novels and films carry the same warnings for girls too, such as ‘Mean Girls’. Such stories don’t offer easy answers. They are both complex stories that provokes thought and discussion. Overall, both Lord of the Flies and Mean Girls explore the dark sides of human nature within different social contexts. They serve as cautionary tales about the dangers of conformity, manipulation, and the loss of innocence. What’s so important for us as adults to understand is there exist power dynamics within children’s groups that have been incredibly badly damaged through the free access to the social media influencers on-line. When our adult staff were just beginning to hear of the arrival of Andrew Tate in the winter of 2022, almost every one of our boys aged 10-13 had experienced his ‘effect’ on-line and those from Year 9 and above seemed to have bought into his rhetoric in such a short space of time. At about the same time, the University of Oxford published its research into the negative impact of social media on girls and boys, here, and what’s even more worrying is that the researchers went for the low hanging fruit of teen-agers then, and now are scrambling to check out the incredible damage being done to much younger children.

Parentkind is the national umbrella group for PTAs, and their survey this March highlighted just how strongly younger parents feel that Smartphones should be banned by the government for all under the age of 16. Their summary has this to say:

Parents back a smartphone ban
According to the poll, the vast majority (84%) of all parents who have not given their children a smartphone support a ban, with 77% of parents of primary school aged children and 58% of all parents backing a ban. The Parentkind charity says this points to worries among parents of younger children that their children will become ​“ensnared” by a smartphone once they reach secondary school.

Parents of primary school parents want protection from social media harms. The poll uncovers big gaps between parents of primary school age children and those with children at secondary school. Parents of primary school age children are much more likely than parents of secondary school age children to back a smartphone ban (77% vs 16%). Parents of primary school age children are also more likely than parents of secondary school age children to say smartphones are harmful to children and young people (94% vs 71%).

School of course has made this choice, in that we don’t see any value of phones in school. We see the value in the 4th screen, but provide the protected school ‘hub’ environment within Google Workspace, with access to the internet fully filtered. Every home has access to the same filters, and every phone can be protected just as fully, but sadly, moving adults to action on this just isn’t happening any time soon.

To conclude: Memetics, the study of how ideas spread through culture, is like a spotlight on how social media can influence us. Here’s how:

Viral ideas: Memes spread quickly on social media, and they can be funny, thought-provoking, or even harmful. By understanding memetics, we can see how social media shapes what we think about and how ideas gain traction.
Social pressure: Social media feeds are full of curated perfection, which can lead to feelings of inadequacy and pressure to conform. Memetics helps us recognize these patterns and develop a healthier relationship with online portrayals.
Shifting opinions: Memes can be used to challenge or reinforce existing beliefs. Memetics allows us to be more critical of the information we consume online and form our own informed opinions.
Social media is a powerful tool, and memetics equips us to understand its influence. It’s like learning the “language” of social media trends, so we can participate consciously and critically.

Modern cultural traditions in education are designed to make school work, to ensure consistency of approach, from which of course children benefit hugely. Schools are filled with staff whose expertise is to work with nature and nurture, to help school feel a safe place for their children, and our greatest success is to champion all of our children to be the best they can be.