Closing the Authority Gap: Empowering Girls for a Fair Future

One of the privileges of my role is my annual attendance at the Girls’ School Association Heads’ Conference, which is specifically tailored to those of us lucky enough to be running a girls’ school. We are in a unique position and take the crucial responsibility of preparing the next generation of young women to take their place in the world extremely seriously. Although some of the talk by Mary Ann Sieghart on the pervasive issue of the authority gap for women can seem disheartening, I felt energised by what we in girls’ schools can do to ameliorate this situation for the future. The research she presented shed light on the challenges women face in being taken seriously, but also offered valuable insights for educators and parents to support our young women in overcoming these barriers. 

Sieghart highlighted that society, knowingly or unknowingly, still tends to take men more seriously than women. The assumption that men are competent until proven otherwise, while women are often viewed as incompetent until they prove otherwise, creates an authority gap that extends across various aspects of life.

In professional settings, men have six times more influence in meetings than women, contributing to the underestimation and patronisation of women’s expertise. One critical aspect Sieghart emphasised is the prevalence of interruptions in meetings, which disproportionately target women, actively silencing and humiliating them. Even in the US Supreme Court, female justices are interrupted three times more frequently than their male counterparts, highlighting the need to address this issue in all public settings.

Confidence plays a significant role in perpetuating the authority gap, with boys and men generally being more confident due to upbringing and socialisation, from the playground to the board room. Furthermore, girls in coed schools may receive less attention than boys, who may be rewarded for being confident and self-promoting. Girls, on the other hand, may face social consequences for such behaviour.

Encouraging girls to speak up is crucial in narrowing the authority gap. Educators and parents can instil confidence in girls by fostering an environment where they feel comfortable expressing their opinions. This is something that the students at Bedford Girls’ School experience everyday. However, we also need to encourage them, through the confidence they have developed with us, that if they find themselves being interrupted in their lives beyond school,  that they request to finish their thoughts or indeed demand the acknowledgement they deserve for their ideas.

Role models also play a pivotal role in shaping girls’ aspirations. The importance of showcasing relatable role models cannot be overstated. One example is the character of Dana Scully in The X-Files who had a demonstrable impact on young women of that age group believing they could be a scientist – it is even known as the Scully Effect! We do this on a regular basis at BGS by inviting our alumnae into the school to give talks and act as mentors. 

However, the one area I would really like to focus on is the idea of “brilliance”. From the age of six, girls start to believe that boys are more brilliant than they are. It is often thought that boys do well due to talent and girls due to their hard work. So as teachers and as parents I strongly urge all of us to tell our daughters and students: how talented and brilliant they are; that they don’t always have to get everything right and be perfectly prepared; to be confident in their abilities knowing sometimes they can just “wing it” (boys often do); and to build that inner core of confidence whilst they are with us here at BGS, so they are ready to take on the sometimes less than fair world and demand that their fantastic ideas are listened to. 

This is how we will build a more equitable society and a more positive world. It is well documented that businesses with more gender balanced boards are more successful and research has shown that countries with greater gender equality are more likely to resolve conflicts without violence and are less likely to use military force to resolve international disputes. And what can be more brilliant than that? As the author of one of my all time favourite books said: “The question isn’t who’s going to let me; it’s who is going to stop me.” (Ayn Rand, The Fountainhead).I hope this is the case for all the students at BGS, bolstered up by the inner confidence we collectively develop within them as they grow up.

This week, Assistant Head – Data and Operational Management, Mrs Hooley, guest writes on the Headmistress’s blog about her recent assembly, which explored themes of belonging, othering and embracing diversity.

This past week has been Anti-Bullying Week and students had an assembly which delved into the crucial themes of belonging, the repercussions of othering, and the profound impact of embracing diversity within our school community.

As we celebrate Anti-Bullying Week, the odd socks which were worn by many students on Monday, serve as a poignant symbol of our commitment to recognising and appreciating individuality.

Belonging is at the core of our existence, encompassing feelings of acceptance, respect, inclusion, connection, and personal recognition. Within our school, a sense of belonging translates into acceptance for individual choices, inclusion in all activities, and a deep connection to both peers and the environment. Reflecting on our evolutionary history, the need for belonging is deeply rooted. Our hunter-gatherer ancestors thrived on collaboration for survival. Recent business research underscores the positive impact of a strong sense of belonging, correlating with increased job performance, decreased turnover, and fewer sick days. In addition, it has been found that a sense of belonging also contributes to a person’s sense of identity, value and is fundamental to them pursuing a positive role in society.

Othering, a concept we must confront, arises when individuals or groups are labelled as not conforming to social norms. It influences how we perceive and treat those within our perceived ‘in group’ versus the ‘out group,’ potentially leading to dehumanisation. This subtle yet pervasive phenomenon can manifest in various ways, from attributing positive qualities to those similar to us and negative qualities to those different, to avoiding interactions with individuals outside our social group. Out-grouping based on protected characteristics, such as age, ability, neurodiversity, race, religion, gender, or sexual orientation, poses a significant threat to a feeling of belonging. Our goal as a school community is to ensure everyone feels accepted, connected, and included.

To foster belonging, we must focus on individuals, challenge hidden biases, recognise multi-dimensional identities, broaden our social circles, and speak up against biased behaviour within our groups. Diversity, beyond its intrinsic value, holds numerous benefits. It sparks creativity, enhances decision-making, encourages learning, and improves overall performance. Our society, community, and school thrive when enriched by a diverse tapestry of experiences and perspectives. Diversity extends beyond academics, influencing our food, arts, fashion, and sports. Imagine a world with only one type of food, one style of music, and dress – a monotonous existence indeed!

Wearing odd socks, or embracing whatever makes one unique, becomes a powerful statement against bullying and out-grouping. It is vital that continually encourage our students to collectively strive to build belonging, ensuring everyone is a valued member of our school community.

This week, Director of Digital Learning, Enterprise and Sustainability, Mrs Hudson-Findley, guest writes on the Headmistress’s blog about the next phase in our Artificial Intelligence (AI) strategic plan.

The Tech giant Gartner released their predictions for the top trends in technology this month, proving that the need for a forward thinking mindset should be the primary instrument in any organisation’s tool kit. In the fast-paced landscape of educational technology we continue to renew our focus on the use of Artificial Intelligence (AI), which will, according to Gartner, be an overriding influence within most future industries.

The next phase in our AI strategic plan, builds on our robust foundation of fundamental skills and understanding of AI, digital literacy and safe internet practices. We are moving from “what is AI?” to “how can we leverage AI pedagogically?” We have seen AI begin to transform learning experiences, with our tutors using AI tools to offer personalised learning paths and bolstering our students’ analytical and creative skills. Now, we are poised to take this to the next level.

A cornerstone of our wider strategy is the continuous professional development of our teaching staff’s digital skills. The next phase of our continuous digital teacher training programme will enable our educators to continue enhancing our curriculum delivery and assessment methods. This term, new training sessions will be available, ranging from utilising AI for differentiated instruction, supporting students with additional learning needs and employing adaptive learning technologies that can further cater to the unique learning needs of each student.

These hands-on workshops will empower teachers to integrate advanced AI practices seamlessly into their teaching, ensuring that they can foster an environment where technology is a bridge rather than a barrier to learning. Our teaching staff will be able to guide our students through the use of AI creatively and ethically, encouraging them to think critically and ask the right questions from the pre-approved tools that are available to them.

Our commitment to digital safety remains paramount. As we integrate AI more deeply into our educational fabric, we understand the necessity of facilitating our student’s understanding and application of digital safety protocols. To this end, student digital safety workshops will be a fixture in the upcoming term, specifically designed to address the nuances of AI interaction, data privacy, and the importance of maintaining a healthy digital footprint with social media platforms in particular.

CV enhancing optional short courses will delve into topics such as AI in everyday life, the impact of machine learning, in addition to learning how AI models are trained, which are now fundamental skills. Assemblies commencing after the Christmas break will celebrate the achievements of our students in the digital realm, featuring demonstrations of AI projects that have been completed and will also provide key learning opportunities for encouraging social responsibility when engaging with technology. Our student-centric approach ensures that these initiatives are not just educational but also inspirational.

As we move forward, we are mindful of the horizon – the rapidly evolving digital landscape that our students will navigate as they forge their paths in the world. BGS is committed to preparing them not just to face this future but to shape it.

Our ambition is clear: to mould a generation of digitally literate, ethically aware, and confident young women who are not just ready for the future but are also poised to lead it. With AI as our tool and education as our craft, we look forward to a world where our students will not just thrive but also drive the technological advancements that can lead to a brighter, more inclusive future.

There has been lots of distressing news recently and it can be hard to know how to support our young people. In our ever-connected world, guiding our children through the intricate web of the world’s events, such as the Israel-Palestine conflict, which is rightly dominating the news at the moment, while safeguarding their digital and emotional well-being has become a crucial responsibility. Today, the internet serves as a vast reservoir of information, fostering education, connecting people across continents, and enabling us to work and learn remotely.

However, this digital landscape also poses significant challenges, especially for our young learners. Social media, with its algorithms and infinite scrolling, can expose them to distressing and harmful content. While these platforms aim to keep users engaged, the unintended consequence is the proliferation of content that may not be suitable for young eyes. As Hiram Johnson said during World War I “The first casualty, when war comes, is truth”.  So how do we support our young people with the ability to question the veracity of what they are reading amidst a sea of information and, sadly, misinformation, particularly at a time like this. 

Ensuring online safety starts with empowering our students with knowledge. Encouraging them to set reasonable time limits and teaching them to use tools like browser extensions can help them control their online experiences. It’s essential to have conversations about responsible internet use, emphasising the importance of being intentional about what they access and share online. 

In the face of distressing content, our children need to know how to protect their emotional well-being. Platforms such as ReportHarmfulContent.com and CEOP provide vital resources for reporting inappropriate content. However, beyond reporting, it’s equally important for them to express their feelings. Encouraging open dialogue and creating a safe space where they can share their concerns is essential. As trusted adults, we must be receptive listeners, understanding their worries and anxieties, and providing reassurance.

When discussing complex global issues, like the Israel-Palestine conflict, age-appropriate conversations are key. Children need to understand the context without being overwhelmed by the intricacies of the situation. Open, honest, and empathetic conversations help them process their feelings and shape their perspectives. 

Our older students may well be more politically active and it is our role to help show them how to do this responsibly and open mindedly. Sadly, many universities across the world are struggling with how to ensure freedom of speech nowadays. Dr Michael Spence, UCL Provost and President, advocates that students should be taught how to “agree well”, whilst Professor Arif  Ahmed, Free Speech Tsar, in a speech at King’s College London said that freedom of speech allows people to consider different points of view, making it “fundamental” to a high-quality higher education.  We need to begin this journey here in school, showing that empathy and compassion must be at the core of these discussions, emphasising the shared humanity that unites us all.

Amidst the turmoil, highlighting stories of kindness and bravery becomes paramount. Children need to see the positive impact individuals and communities can make, even in the face of adversity. Encourage them to engage in activities that promote peace, whether it’s creating artwork, writing poetry, or participating in fundraisers. These actions empower them, giving them a sense of agency and demonstrating the power of collective compassion.

Additionally, it’s vital to manage their exposure to the news cycle. While staying informed is important, a constant barrage of distressing headlines and images can lead to heightened anxiety. Limiting their exposure, especially for younger children, and encouraging positive distractions, such as family activities or hobbies, can provide a welcome respite. Engaging in discussions about the credibility of news sources fosters critical thinking and equips them to navigate the information landscape responsibly.

Lastly, as parents and caregivers, it’s imperative to care for our own well-being. Children absorb not only what we say but also how we react. Demonstrating calmness and composure in the face of challenging news sets a powerful example. By taking care of ourselves, we can better support our children, offering them stability and reassurance in uncertain times.

In conclusion, fostering a safe online environment and navigating complex global issues necessitate open communication, digital literacy, empathy, and self-care. By embracing these principles, we empower our children to navigate the digital world responsibly and approach challenging topics with understanding and compassion. As JFK said “Children are the world’s most valuable resource and its best hope for the future”.

Sources

What to do if you come across distressing content online

How to talk to your children about conflict and war

BGS Sixth Form in 2023

This week, BGS Director of Sixth Form, Mrs Woolley, guest writes on the Headmistress’s blog about the many fantastic Sixth Form events planned for this academic year.

As we dive headfirst into the academic year 2023, it is with enthusiasm and a sense of accomplishment that we mark the start of the year of remarkable opportunities and achievements for our Sixth Form students. BGS has always been a hub of excellence and this year promises to be no exception, with a host of exciting events and programmes that will enrich their educational journey.

One of the highlights of the start of this academic year is Ready to Lead? conference. Where 12 of our students will be working alongside other young people attending schools in Bedford to explore self leadership. We have every confidence that they will make the most of this incredible opportunity to hear some inspiring speakers, network, learn and develop their leadership skills.

We are also thrilled that six of our Upper Sixth students had the opportunity to attend the Global Leaders Conference at Benenden School last week. This international gathering of young leaders provided them with a unique platform to engage with global issues, foster international friendships and broaden their horizons. They heard thought-provoking and entertaining speeches from Princess Anne and Baroness Manningham Buller (past Director general of MI5 2002-2007). 

Back in school and our students’ journey of personal growth was further developed through interactive Communications Workshop led by international speaking coach, Kate Munday. Who ventured out of the corporate world for the day where her usual audience would be CEO’s and into school. The invaluable skills they acquired and the corporate perspective they were able to gain will undoubtedly benefit them in their academic pursuits, interviews and presentations as they embark on their future careers. Effective communication is a cornerstone of success and we are proud to provide our students with this opportunity and reward to witness many of them putting their learning into action when delivering their EPQ presentations.

Many students will also benefit from our Alumnae Mentorship Programme where they have the opportunity to be part of a nine month programme with a personal professional mentor. They gain invaluable insights into managing next steps, transition and decision making as well as learning how to nurture a professional relationship. 

But that’s not all; our Lower Sixth students are also embarking on a journey of giving back to the community. They will be taking on duties within the school, many volunteering in the Junior School and mentoring younger students, participating in outreach reading sessions at local primary schools. The advantages of this involvement cannot be overstated. By actively engaging with younger students and the wider community, our students not only make a positive impact but also enhance their own interpersonal, leadership skills and personal wellbeing. It’s a win-win.

This academic year also sees our first Lower Sixth Wellbeing Festival which follows their Summer exams. An opportunity for some well earned respite from their academic endeavours and a chance for festival style  in  a country house setting. A great way to celebrate their hard work and ongoing commitment. 

Of course, all of these incredible opportunities are in addition to the rigorous academic curriculum and homework; preparing UCAS statements and making decisions about next steps; House dramas and the many co-curricular clubs that enrich the lives of our students. It is this holistic approach to education that truly sets BGS apart, providing our students with a well-rounded education that prepares them not only for academic success but for a fulfilling and successful life beyond the classroom. 

It’s the time of year that we should be starting to think about Autumn once more and preparing for the cold months ahead, but we seem to be still benefiting from a bit of the warmth of late summer. This was never more evident than in the wonderful photos from the Year 9 and 10 residential trips to stunning Castleton and Edale. But weather aside, in so many ways it has been a truly sunny start to the Autumn Term. It has been a heartwarming experience to see our students return to BGS and settle back into routines, ready to embark on a year filled with growth, learning, and memorable moments.

The enthusiasm and energy radiating from our students has been truly infectious. They have wasted no time in rekindling old friendships, making new ones, and embracing the opportunities that await them. Our school community is stronger than ever, and it’s thanks to our hardworking staff and the unwavering support of our students and their families.

Speaking of families, we are eagerly looking forward to welcoming many current parents and grandparents to our upcoming Open House event. It’s a fantastic opportunity to showcase the exceptional work our students are doing and to create memories together. We believe that education is a collaborative effort between home and school, and we cherish this partnership.

In addition to Open House, we are equally excited about our Open Morning event, where we’ll be opening our doors to prospective families. It’s a chance for them to experience first-hand the unique atmosphere and educational excellence that define our school, and it is our students who do this so well as they tour families or demonstrate their love of learning with departments.  We hope to welcome many new faces into our BGS family and share with them the values and ethos that make our school so special.

As we look ahead to the rest of the academic year, we are filled with optimism and a sense of purpose. Our commitment to nurturing well-rounded, forward-looking, confident, and compassionate young women remains steadfast. With continued support from our parent community and that of our dedicated staff, we are confident that our students will achieve remarkable success. They really do soar through a BGS education.

The beauty of this time of year cannot be better encapsulated than from this quote by Emily Bronte: “Every leaf speaks bliss to me, fluttering from the autumn tree”. I hope our students take inspiration from this and that they find joy in every leaf that flutters their way, embracing the wisdom of new experiences and celebrating their individuality. So just as autumn paints the world with its rich and vibrant colours at this time of year, I hope each student paints their academic year with their unique talents, passions and aspirations. What a wonderful year it is going to be!

The Importance of School Sports Days to the BGS community  

This week, Assistant Head, Mrs Axford, guest writes on the Headmistress blog about community spirit of Sports Day events.

Last Tuesday, at about four o’clock in the afternoon, with the cheers of the last relay still ringing in my ears, I got back to my office after senior sports day was over. The students of Hepburn, one of the six Houses that make up the BGS community, had been crowned overall winners.

Now that everyone was all back in Cardington Road again, I thought that perhaps those of us wearing the red shirts of Austen might be crestfallen, and the purple Chanel’s, and the green, yellow and orange teams of Nightingale, Franklin and Parks feeling perhaps defeated. But as BGS students and staff prepared to head home that afternoon, defeat was far from the mood. The whole school was abuzz. The energy and excitement were palpable. Everywhere there were bright eyes and happy smiles. 

And I paused as I tidied my desk, to think why that was, and why events like these mean so much to school life.

A community event like school sports day is something to cherish: a golden moment in the busy school calendar when, for once, everything stops and everyone comes together – not just for twenty minutes in a whole school assembly, but joins together, with a shared focus, for a whole extended afternoon. Especially in an era dominated by technology and screens, where social connections can often feel distant, I think the significance of sports day is huge. 

And what is the winning formula to a successful sports day? One that leaves everyone energised, and has made everyone smile, as it did last Thursday? 

Sunny weather helps of course. Other things also play a part: we are very fortunate to be able to host our sports days at the athletics track. To be able to walk from school makes it feel like such a natural transition for the whole community. And everyone was energised by ice creams; thank you to the PTA, The Association, for providing these, another key ingredient of course to ensuring a successful event!  

But I believe the heart of the success of sports Days at BGS lies in the way our school House system works. The premise for everyone is built around their House winning the Sports Day Cup. And the fact that all students – and all staff – are placed in one of our six Houses, means that there is shared interest and engagement across the entire school community.  

And last Thursday, what strength of engagement there was! On the morning, the school was a sea of colour, with everyone in House T-shirts, and the smell of face-paint hitting you, from the hundreds of colourfully striped faces. As the day unfolds, there are moments of brilliance – the look of sheer joy and surprise when someone who never expected to win crosses the line first! The sound of the bell as competitors approach the final lap, and there are the bags of effort expended in every race! Records are broken – fewer each year now BGS is in its second decade, and it gets harder to beat the many who have come before… As the Day moves towards its conclusion, the relays bring each year group leaping to their feet out of the stands. The joy of the last-leg winner as they cross the line! And that joy again as the rest of their team appear from different corners of the track, all coming together in huge hugs as they are awarded their medals! And as the runners in the final  senior relay came round the last bend, there was the most almighty sound of cheering from the stand, with the whole of the senior school and staff up on their feet, the entire community united.

Of course, only one House can win the day. So yes, as everyone walked back to school, you might think that 5/6ths of the school community would be, perhaps, downhearted. But the corridors were full of energy and excitement and smiles. These smiles and the energy and excitement have come because the students have loved being part of a team – their House team – and have loved being a part of something so much bigger than themselves, a community, a big, happy, strong, caring, cohesive and meaningful community. The power of BGS community is something for us all to enjoy, and to shape, and to treasure.

And for a fortunate few, the anticipation of reliving it all doesn’t require a year-long wait! Brace yourselves as the Junior Sports Day arrives on Thursday 6^th July, 12:30-3:45 pm. Join us and create unforgettable memories together!

This is the time of year I love best. The warm, balmy weather always fills me with joy, but I also enjoy the anticipation and excitement as we prepare to welcome new students into our vibrant and caring school community. Transition events hold a special place in our hearts, as they mark the beginning of an incredible journey for these young minds. 

At Bedford Girls’ School, we place great emphasis on creating a warm and inclusive environment for all our students. We believe that the first step towards fostering a sense of belonging is to ensure that every new student feels welcomed and valued from day one. Our transition events are carefully designed to create opportunities for incoming students to meet their peers, form friendships, and begin building a support network within the school community.

Transition events are not just about helping new students adapt to their new surroundings; they are also about celebrating the excitement that comes with change. We prides ourselves on embracing innovation and preparing our students for the rapidly evolving world. Welcoming new students provides us with an opportunity to infuse fresh perspectives, diverse talents, and unique experiences into our community, enriching the educational journey for all.

We  understand that a successful transition is not solely about academic adjustments but also encompasses social, emotional, and personal growth. That is why we have developed fun events that cater to all aspects of a student’s development. Our Welcome Events are designed to equip new students with the skills and confidence they need to thrive in our nurturing environment.

As we gear up for the arrival of new students in September, the atmosphere at our school is filled with the buzz of high hopes we all experience with new beginnings . The beauty of the transition period lies in the shared journey that we embark upon together. Our dedicated teachers, pastoral staff and parents collaborate to ensure that every student feels seen, heard, and valued. It is a collective effort to create an environment where new students can flourish and reach their full potential.

As Headmistress, I cannot help but feel an overwhelming sense of pride and excitement as we prepare to receive new students to Bedford Girls’ School. We are eager to open our doors and extend a warm welcome to our new students, who will undoubtedly add their unique talents to the fabric of our school community.

I’d like to finish by addressing our incoming students directly: Welcome! We cannot wait to see your growth, celebrate your accomplishments, and support you every step of the way. Take inspiration from the words of American actress, Josie Bissett, “Dreams come a size too big, so that we can grow into them”. I am very much looking forward to seeing you realise your dreams here at Bedford Girls’ School.

The Augmented Teacher and the Power of AI in Education

This week, BGS Director for Digital Learning, Enterprise and Sustainability, Mrs Hudson-Findley, shares her insightful thoughts on the exciting journey of integrating AI into education, encouraging us all to embrace its boundless potential.

The educational landscape has been quietly changing, evolving, and adapting to our technology-driven society. We have seen a number of rumbles in EdTech and Cloud Computing that have led to a more paperless environment. Yet, compared to the swift and transformative disruptions experienced in fields such as healthcare, transportation, and finance, the education sector remains a relatively untapped frontier. Artificial Intelligence (AI) in education is poised to change all of that. We are at the beginning of one of the most exciting periods in education to date. The potential to positively enhance a student’s learning has never been greater than it is now.

AI can significantly enhance teaching and learning experiences in a myriad of ways. For instance, AI-powered adaptive learning systems can create personalised learning paths for each student. These systems assess individual strengths, weaknesses, and learning styles, customising content delivery accordingly. This approach improves learning outcomes and engagement significantly (Woolf, 2019). Furthermore, AI can take over administrative tasks, freeing educators to focus on instruction and student interaction. This increased efficiency is a boon to our often-overburdened teachers (Luckin, 2018).

Moreover, embedding AI in education serves a dual purpose of preparing students for a technology-fuelled future. It’s no secret that tomorrow’s workplaces will demand a high degree of tech fluency. Integrating AI into our teaching practices not only potentially makes lessons more engaging and effective, but it also gives students first-hand experience with AI, equipping them with essential future-ready skills.

However, the integration of AI into schools is not without concerns. A significant concern involves data privacy. AI systems rely on large amounts of data to function effectively. It’s vital to implement robust data protection measures to safeguard against any potential misuse. Regulators, schools, and AI providers must work closely to ensure such measures are in place and effectively communicated to all stakeholders (OECD., 2018). At BGS, we have developed guidance for teachers to refer to when using Generative AI tools. Using the methods and approaches outlined in our staff training sessions and Academic Honesty Policy appendix, which is specific to AI tools, teachers and students will have the confidence to use these tools safely and ethically.

There’s another aspect to consider; the potential over-reliance on AI, and a consequent atrophy of human intelligence (HI). In a world increasingly mediated by AI, we need to ensure that our students don’t lose sight of the inherent value of human metacognition and emotional intelligence.

Human metacognition, the awareness and understanding of one’s own thought processes, is a critical component of effective learning. Emotional intelligence, encompassing the ability to identify, use, understand, and manage emotions, is just as crucial in fostering positive interactions and relationships. With the use of AI, there’s a risk that learners might lean too heavily on the machine’s intelligence, bypassing opportunities to develop their own metacognitive and emotional skills.

At BGS, we are mitigating this by developing guidance and training for teaching staff on how to blend AI and HI in their teaching practice. While AI can provide personalised learning paths, teachers supplement this with strategies to promote self-reflection, critical thinking, understanding of potential bias and inaccuracies in the results the tools produce, in addition to emotional awareness.

By consciously weaving elements of metacognition and emotional intelligence into lessons, we can equip our students with a balanced set of skills, ensuring they’re ready not just to use AI, but to collaborate with it. This approach ensures we’re raising a generation of learners who can leverage AI’s power without losing their human intellect’s richness. AI in education should always be viewed as a tool that enhances human potential, never as a substitute for it.

The final concern to address is the fear that AI might replace teachers. However, this apprehension is totally unfounded – teachers are here to stay! AI tools are designed to support, not supplant, human teachers. Education is an inherently human endeavour, centred on relationships, empathy, and understanding. These qualities cannot be replicated by AI. Instead, we should view AI as a tool to enhance the teacher’s role, not eliminate it – this is exactly how we are viewing AI in education. We believe that AI in the hands of our subject specialists is like acquiring a new superpower.

The time has come for educators to embrace the disruptive power of AI and to leverage its capabilities to enhance their teaching practices. While the concerns are valid, they are not insurmountable. With the right planning, policy measures, and a willingness to innovate, we can harness AI to create an educational experience that is more personalised, engaging, and future-proof than ever before. As stakeholders in this transformative journey, let us welcome the dawn of AI in education and embrace its potential to shape our children’s futures.

References

Woolf, B. P. (2019). Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning.

Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century.

OECD (2018). Bridging the Digital Divide: Including all learners in the digital era.

This week I have been out of school for a few days. Being away from school is always a dilemma for a Head as the school term moves at such a pace. However,  spending quality time out helps broaden perspectives, build new connections and provide periods to reflect. This week has definitely provided all of those opportunities.

I started the week chairing the ISPN conference, which brought together school leaders to discuss some of the challenges and opportunities the sector is facing. For me, one area of particular interest was the role of technology in the future of education. We heard from a range of incredible experts, including our own Mrs Hudson-Findley, who spoke passionately about how technology, used with intelligence and insight, can transform the classroom and build the skills our young people will need. We shared best practice as we discussed the different stages schools were at on their digital transformation journeys. It was invigorating to recognise just how advanced BGS is both in our strategic approach and the application of tech into our teaching and learning. 

Technology related industries are the fastest growing economic sector; we must ensure that our young people are digitally fluent, agile, understand emerging media and are transdisciplinary thinkers to flourish in the world that they will step into. Many of the jobs they will have will be in the so called 4.0 industries and all will rely on technology to facilitate their working day.    

However, I am stunned by the gender imbalance in the tech sector. The World Economic Forum in 2020 reports that women account for only 22% of the tech workforce. Shockingly, according to the Higher Education Statistics Agency (HESA), the percentage of students enrolled in a computing degree course at university in 2020/21 who were female was only 21. What is even more worrying, according to the British Science Association, is that currently the number of girls studying computing is actually declining. A decade ago girls made up 42% of the ICT GCSE entrants; not quite equal, but not far off. Fast forward to 2017 and that figure had dropped slightly to 39%. But by 2022 the percentage was in freefall at only 21%.  

When you start to look a little deeper you realise that social, educational and cultural issues play a huge part in facilitating this gender imbalance. Traditionally, tech products have been designed by men, for men; the research and data collection has been carried out on men. The size of a mobile phone and a computer keyboard are designed for a male handspan; whilst voice assisted technology is over 70% more likely to respond to a male command. Equally, very few women hold senior leadership roles in the tech sector and there is evidence of a significant gender pay gap. A survey by PWC stated that out of 2,000 students 78% could not name a female role model in tech.   

Unless we address these issues young women run the risk of being shut out of a huge global sector before they even reach the age of 20.           

At BGS all of our students are digitally fluent; all have access to coding, robotics, virtual and augmented reality; they opt to take computer science at GCSE and continue to study it as part of the IB Diploma programme. There is no gender stereo-typing. At BGS girls lead the tech societies, girls enter tech competitions, they are all introduced to female scientists, talk to female engineers and female tech specialists. They are building the skills and knowledge from day one and are always encouraged to pursue their dreams. Our approach teaches our students that they are the innovators and that they should utilise the technology at their fingertips to facilitate their ideas. But our students are the lucky ones, sadly this is not replicated across the education sector.  

As school leaders we need to work collectively to overcome this systemic challenge; we have a responsibility to champion all girls in all schools to ensure they have equal access to an education which inspires them to pursue careers in tech. I was pleased that we were given the opportunity to share what we are doing, so we can collaborate and support other educators as we build an equitable future for our young people. To me this was time out of school well spent.