Word from the Head – 13 June 2025

Dear Parents,

In today’s fast-evolving digital world, it’s entirely natural to feel both inspired and a little apprehensive. Artificial Intelligence is becoming an increasingly significant part of how we work, communicate, and live, and this is only the beginning. There’s no denying the opportunities it presents, but also the questions it raises: How do we make sense of it? How do we prepare our children to navigate this landscape safely and wisely?

Not long ago, I used AI to write one of these very newsletters, an experiment I only revealed at the end. At the time, it felt novel although I admit that this stunt was far from unique at the time. Today, many of you might be more surprised to hear if I hadn’t used AI for this message. The pace of change is extraordinary.

So how do we strike the right balance? How do we prepare our girls to thrive in a digital age, embrace new technologies, and stay safe, both emotionally and practically? As someone who grew up in a pre-digital age, I’m aware that the childhood I knew (offline, slower-paced, and private) is not the one your daughter will experience, no matter how hard we might try to recreate it.

With this in mind, I’d like to share two particularly thoughtful pieces from Tooled Up Education. These articles offer excellent, evidence-based insight into the digital challenges and opportunities facing young people (especially girls) as they grow up in an AI-powered, hyperconnected world.

Technology in Schools: Finding Balance, Not Bans [Click here to read the article]

In her article, Dr Kathy Weston encourages us not to “throw the baby out with the bathwater” when it comes to tech in education. While concerns around screen time and distraction are valid, research shows that when used well, technology can significantly enhance learning and revision. Apps like Forest help with focus and time management, while interactive quizzes and revision platforms boost engagement and understanding.

But, unsurprisingly, the key lies in balance. Students must be encouraged to take regular breaks, go outdoors, and nurture their offline relationships. Rather than banning devices altogether, we must help our pupils develop digital discernment, build resilience, and maintain healthy boundaries, all of which are essential life skills in the modern world.

AI is a vital part of this conversation. Dr Weston, along with AI expert David Weston, emphasises the importance of careful and guided AI use. Whether it’s AI-generated study help or emotional support tools, our students need to be taught to think critically, question confidently, and engage as informed, thoughtful digital citizens.

At Channing, we aim to do just that. As you know, we use Yondr pouches to limit phone time for non-educational purposes, giving our students the space to build real-world friendships, join clubs, and “switch off”. At the same time, our iPads and Chromebooks open new avenues for learning. I regularly see lessons today that would have been unthinkable just five years ago. They are richer in feedback, more engaging, and tailored in ways that benefit every learner.

Admittedly, I’ve long been a sceptic of technology in classrooms. Early innovations often felt like gimmicks. But AI and proper educational research is changing that. Personalised learning is becoming a reality, and our pupils would be missing out if we ignored this potential.

Girls’ Digital Lives: Empowerment in the Face of Pressure [Click here to read the article]

In another compelling piece, Dr Cassie Rhodes explores how social media is shaping the identity, relationships, and mental health of teenage girls. In an online world dominated by beauty ideals, follower counts, and constant comparison, girls face real pressures that affect their self-esteem and wellbeing.

Research also shows that many girls are turning to AI chatbots for guidance on issues like consent, identity, and emotional health. This highlights the pressing need for relevant, empowering PSHE provision in schools.

Some of the most impactful support we can offer includes helping girls to:

• Develop a strong sense of self and core values
• Understand healthy relationships and boundaries
• Think critically about digital content, influencers, and gender norms
• Talk openly and safely about self-image and emotional wellbeing

At Channing, PSHE sits at the heart of our provision. Our curriculum is continuously evolving, enriched by guest speakers and a peer education programme. But these conversations cannot be limited to a single weekly lesson. They need to be embedded in everyday life.

This all comes down to relationships. Whether at school or at home, we must take the time to understand how young people engage with the digital world. We all know the headlines. Pick up any newspaper and you’ll likely see another article on the topic. But the most powerful insights come from our students themselves.

Why do Snapchat streaks matter so much? Why do they run multiple social media accounts (often within the same platform)? Why are influencers often more admired than traditional celebrities? How do they experience real-world friendships through a digital lens?

It’s easy to dismiss these things as trivial. But for our girls, they are anything but. Breaking a streak may seem silly from the outside but for them, it’s a meaningful symbol of connection. If we take time to listen, to ask thoughtful questions, and to understand what really matters to them, then we also earn the right to talk about the importance of switching off, emotional resilience, and balance.

We ask a lot of our young people. But perhaps we also need to ask something of ourselves: are we truly meeting them where they are?

Mr Freddie Meier
Deputy Head